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Snider, MarieHome-Oriented Pregchool Education: MaterialsPreparation Guide.Appalachia Educational Lab., CharleSton, V. Va.Office of Education (DREW), Washington, D.C. Lab.Branch.72178p..; For related documents, see ED 072,843, PS 006901, PS .006 902, PS. 006 903, PS 006 904, PS 006905Appalachia Educational Laboratory, Inc., Box 1348,

EDRS PRICE MF-$0.65 HC-$6.58DESCRIPTORS *Compensatory` Education Programs; Curriculum Guides;

-Educational-Objectives; *Rome Programs;' Home Visits;Instructional Materials Centers; *InstructionalTelevision; Learning Activities; *MaterialDevelopment; Mobile Classrooms; OccupationalInformation; Parent Education; *Preschool Education;Program Planning; Questionnaires

IDENTIFIERS Appalachia Educational Laboratory; Home OrientedPreschool Program (HOPE)

ABSTRACTThis materials preparation guide is one of seven

publications designed.to implement the Home-Oriented Preschool .

Education (HOPE) program which uses televised, mobile classroom, and-parent instruction to educated 3-, 4-, and 5-year-olds. The materialsproduction team which provides all the basic materials for theprogram.is described. Materials planned and produced are: (1)

. televised lessons, (2) instructional guides for the mobile classroomteacher'and aide, (3) suggested activities for hone visitors, (4)

weekly parent guides, (s materials for children to use at home, and(6) feedback and evaluation instruments. Preparation of all materialsinvolves selecting instructional themes, identifying and adopting,objectives, and planning activities by method.of presentation.General descriptions are provided for 'each of these"Trocesses, andmore spedific illustrations .are included in the instructions for theproduction of specifib materials. IpPendices, which make up abouthalf the guide, include sample 'quizzes, child observational codesheets, a family resource survey, a home visitor feedback informationform, the master curriculum planning guide, television lessonscripts, a sample parents* guide and list of suggested readings, alist of the home visitors* kit materials, and a mobile classroominstructional guide. (SET)

Home-Oriented Preschool EducationU S OE FAN TFAEN T OF HEALTH,

EDUCATION a WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS 00(NMI NL NM, AFT N NI PRODUCE(' EXACTL Y AS Pr( 1,11( f f NOMTHE PERSON OR ORGANIZATION ORIGINA T 114O IT POITILS CO -/ iEN OR OPINIONSSTATED DO NOT NrcESSANN If FEFNE .

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materialspreparation guide

FILMED FROM BEST AVAILABLE -COPY .

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Home-Orieritecl Preschool Education

Materials Preparation Guide

1

Appalachia Educational Laboratory, Int..

Charleston, West Virginia

1972

Credits

AuthorMarie Snider

Director of Research and DevelopmentRoy W. Alfonl

EditorsKaren MantheEd Morris

Chief ContributorsRose MukerjiPam Brown

ForewordProviding substance to the three-part Home-Oriented Preschool Edu-

cation Program is the Materials Production Team. Once overall objectiveshave been set and the ways to attain them are deckled, the team designsand produces supporting materials. These materials include televisionscripts and videotapes, projects for the children, guides for parents, andother items necessary for the variety and vitality whicl. characterize theHOPE outlook.

The Materials Preparation Guide concerns itself not only with whatmaterials are produced IA.blso vzh7Re qualifications and responsibilitiesof those who are in charge of production. Additionally, there is a sectionexplaining the communication system required to ensure the quality controlthat is an integral part of the HOPE Program.

This is one of seven publications designed to guide program imple-mentation and operation in accord with findings of a three-year field testand a one-year operational test in demonstration centers.

theThe complete set of HOPE guides, manuals, and handbooks includes

Program Overview and Requirements

Field Director's Manual

Handbook for Mobile ClassroomTeachers and Aides

Home Visitor's Handb)ok

Personnel Training Guide

Curriculum Planning Guide

Materials Preparation Guide

Benjamin E. Carmichael, DirectorAppalachia Educational Laboratory

Contents

Whot HOPE Is All About 1

Televised instruction 1

Mobile classroom instruction 2Parent instruction - 2

Putting HOPE Together 3Materials production team 3Field team 4

Managing Materials Production 7How Curriculum Affects the Materials 9

Producing the Materials 11

General planning and preparation 11

Production of television lessons 13

Production of the Parents' Guide 29Production of home visitor activities 32Production of mobile classroom lesson plans 40

Communications-Quality Control System 45Biweekly quizzes, 48Measurement of viewer behavior 48Observing viewer behavior 49Other measures 51

Standardized tests 53Hiring the Right People 59

Production center director 59Field coordinator . 60Producer-director 60On- camera teacher .... 61,

Curriculum specialists 62Media specialist , 62Graphic artist-photographer 63Production assistant 64Secretaries 64Other staffing' considerations 64

f:clJirernents 67AppendicesACommunication-Quality Control Evaluation Forms 71

B--Copyright and Release Forms 90CCurriculum Planning Model 95D--Instructional Themes 163

F -- Suggested Readings For Parents and Home Visitors 166F-- Materials for Home Visitors' Kits 173Gr-HOPE Development Staff 177

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What HOPE Is All AboutHome-Oriented Preschool Education (HOPE), developed by the Appalachia

Educational Laboratory, is a three-way approach to education for 3-, 4-, and 5-year old children. It includes the use of

Televised instruction - -to open young eyes to new experiences, toencourage young children to want to learn, to initiate the basic skillinstruction, and to provide parents a first hand observation of theinstruction of their children.

Mobile classroom instruction - -to initiate social interaction ofchildren in small groups, to complement televised instruction, and toinitiate instruction appropriate for the group setting.

Parent instructionto promote positive child-parent interaction, tofacilitate the use of home instructional materials, and to enable theparerit to perform in an effective instructional role.

Televised instruction

Lessons are broadcast into the homes of participating children five days a week.Each 30-minute lesson is based on research-proven principles for the development ofyoung children. Although programs are designed to appeal to young children, theemphasis is on attainment--not entertainment. The lessons are based on specificbehavioral objectives which have been precisely defined and used in the field test of

the program. Each lesson is designed to motivate the preschool child to wont to learn,to stimulate his interest, and to initiate learning which is reinforced by-related acti-vi-- 1ties in mobile classroom and parent instruction.

Mobile classroom instruction

Once each week the child attends o two-hour session in o mobile classroom nearhis home. The mobile van is driven by the teacher or &de to 10 locations each weekto serve o total of 150 children. It is stationed where parents con conveniently bringtheir children. The mobile classroom teacher and aide plan each session for 10 to 15children. Activities ore based on the objectives for the total program and ore closelycorrelated to the televisiOn orid'parent instruction. They ore designed to provide forsocial learning and the use of o wide variety of learning materials.

The mobile classroom is- equipped with o complete audiovisual unit, cookingoreo, chalk board and bulletin board, cabinet space, bookshelves, a sound - activatedcolored light system, books, ploy materials, records, filmstrips, toys, games, and othersupplies. It is carpeted, electrically heated and oir-conditioned and contains its ownwater supply and chemical toilet. The furniture is designed for small children and iscolorfully decorated and highly durable.

Parent instruction

Once o week, o trained paraprofessional goes to the home of each child todeliver the Parents' Guide, activity sheets, books, and other supplies related to thetelevision and moo ilecl7sroom instruction which con be shared by the child andparent. Depending on the instructional needs of children and the supportive needsof parents--as identified in planning sessions with the field director and mobile class-room teacher--the home visitor will spend varying amounts of time in dismission withparents to nurture positive interactions with their children. The home visitor usuallyspends time with both child and parent in activities designed to extend the child'slearning.

Jor every 150 children there ore four home visitors; each one visits approxi-mately 30 homes per week.

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i; Putting HOPE Together

A well-coordinated teom effort is the heart of the Home-Oriented PreschoolEducation Program. The HOPE team is responsible for the production of instructionalmaterials, delivery and use of the materials, guidance of parents in providing homeinstruction, provision of group instruction in mobile clossrooms, maintenance of in-ternal communications necessary to promote the efficient performance of staff, con-tinual improvement of the program, and the maintenance of quality control. Toachieve this effort successfully, the HOPE unit is divided into the Materials Produc-tion Team and the Field Team.

Materials Production Team

This team produces all basic materials for the program, including

televised lessons

instructional guides for the mobile classroom teacherand aide

suggested activities for home visitors

weekly parent guides

materials for children to use at home

feedback and evaluation instruments

The team works out of a Materials Production Center which may serve severalseparate school districts, a cluster of school districts cooperating to conduct the pro-gram, a stotewide or multi-state organization. Whatever the arrangement, membersof the Field Team will make regular suggestions to the Materials Production Team forthe improvement of materials. (See Appendix A for samples of feedback forms.)

Field Team

The Field Team operates the program locally. It is made up of all mobile class-room teachers, their aides, and home visitors who are assigned to one field director.Parent participation is vital to the success of the team.

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The Field Team may serve a single community, one school district, or severalschool districts working cooperatively. Regardless of the area served, each FieldTeam will conduct regular planning and inset-vice training activities to enable themto work effectively with parents and children.

Depending on the number of children served in the area, the Field Team mayoperate one or many mobile classrooms. Where several mobile classrooms are used,the Field Team will consist of several small teams, each of which is called a MobileClassroom-Home Unit Team, including one mobile classroom teacher, one aide, andfour home visitors.

HOPE Program Organization

rBoard of Control

Materials Production Team--I

Production Center DirectorIField Coordinator :=1----

Producer -DirectorOn-Camera TeacherCurriculum SpecialistsMedia SpecialistsArtist-PhotographerProduction Assistant

L Board of Control

I

Field Team

-Field DirectorAssistant Field Director

Unit Team

Mobile Classroom Teacher .

Mobile Classroom AideHome VisitorHome VisitorHome VisitorHome Visitor

OtherUnitTeams'

F

150Children

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This Materials Preparation Guide was prepared to define the responsibilities ofthe Materiation Team and to provide guidelines for the planning and produc-tion of all materials for HOPE. Team members should be familiar with all HOPEmanuals, handbooks, and guides and use the Curriculum Planning Guide as a basicsource for materials preparation. The planning guide contains the comprehensiveprogram objectives on which all materials are based.

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--T.) 4 Managing

Materials ProductionThe Materials Production Team prepares all the instructional materials for HOPE

through the Materials Production Center. As explained in the Program Overview andRequirements, the center may be part of o commercial or educon;rte evision station,or it may be a separate operation maintained only for the production of HOPE materials.Center management requirements will vary accordingly and will be discussed in greaterdetail in the personnel section of this document.

An important management requirement is the coordination of center activitywith the Field Team operation sites. The scope of this task depends on whether theteam is relating to several isolated field operations, o statewide system of local sites,or o regional operation where the field sites ore responsible to several state departmentsof education. The center's field coordinator is responsible for establishing and main-taining liaison among participating units. Also, the center staff and operation couldbe subject to different forms of policy control, depending upon the levels and types ofoperation.

Whatever the staff and structural coordinating arrangement between the centerand field operations, the major coordination functions ore to

identify the sire,. for Field Team operations and thelocal contact

verify establishment of the Field Team and its readinessto conduct the program

establish o schedule and means of delivery that will meetthe needs of the Field Team

establish a communication-qualitycontrol system fromField Team to Materials Production Team

1

r° q feedback system referred to in communications-quality control repre-sents ntinuing management requirement throughout the operational life of theteam. Management of the quality control system is integrally related to the basictask of materials production. Assuming that efficient arrangements are establishedwith the Field Team for operation of the system, the Materials Production Team must

identify appropriate information to be collected

prepare forms for the collection of it (samples are includedin Appendix A)

transmit the information to the Materials Production Center

establish a system for the input of data to the materialsproduction cycle of the team

These management tasks are the major responsibility of the field coordinatorof the Materials Production Center.

Also in the category of management, but relating more specifically to materialsproduction, are these .jobs performed by the total team:

coordination of all material preparation .

establishment of material production schedules

establishment of procedures to secure supporting talent .-

establishment of ways to gain clearance on the use of allmaterials not in the public domain and a record for govern-ning their use (see Appendix B for suggested forms)

preparation and use of film release forms for guests andpersonnel (Appendix 8)

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How CurriculumAffects the Materials

Basic to the production of HOPE materials is the Curriculum Plonnin Guide,particularly the comprehensive list of behavioral objectives. Simi or sets of ob-jectives con be substituted and used for materials production without affecting otherrequirements of the HOPE curriculum. However, the Materials Production Team mustfollow the process of identifying themes, selecting activities, and designing or specify-ing activities to achieve the integrated curriculum essential to the HOPE Program.

Curriculum, as used here, means o planned and executed set of activities in-tended to achieve specific objectives. This program demands that the activities beappropriate for home-based instruction and that all materials reflect this.

Additionally, materials must be prepared which take into account

the high degree of team effort required to carry out theprogram

the three-part design of the program

the requirements of lesson .planning, especially as itinvolves team teaching, the three-part approach, andplanning deadlines

. the requirements of instruction coordination which ore basedon working relation-ships within and without the team and theextensive use of materials and personnel in different ways

The intensive team effort required for HOPE affects materials production firstwithin the Materials Production Team. Commitment to a total set of objectives forthe program requires that the team examine them carefully to -see' how they can bemet through televised lessons, Home Visitor Activities, the Parents' Guide, MobileClassroom Instructional Guide, and materials k7.1g-c Illen to use in the home. IncTdaiiic7E-1 tote treatment of objectives, the choice of themes and the planning ofactivities requires maximum team effort. Another factor affecting materials produc-tion is the relationship between the Materials Production Team and the Field Team.The materials production staff must recognize that the center-produced materialsprovide the foundation for all Field Team instructional planning and that the primaryway to maintain quality control and continuously improve those materials is throughfeedback from the field staff.

The all- important - process of curriculum planning is initiated by the MaterialsProduction Team and is reflected by what it produces. The team formulates instruc-tional themes, based upon objectives to be achieved, and then plans activities withinthe theme to achieve the objectives. For an illustration of this process refer to theCurriculum Planning Model (Appendix C) and page 57 of the Curriculum PlanningGuide. Master Curriculum Planning Guide (shown in the 'Wig mocWsliculdbe completed a year prior tannedanned use and detailed planning of activities to meetthe objectives, specified by delivery system, should be finished at least four weeks inadvance.

The Materials Production Team promotes instructional coordination when itbegins the process of translating the objectives listed in the Master Curriculum PlanningGuide into activities by method of presentation. The process continues, and becomesmore critical, during actual materials production. For when there is a change in plansfor production of materials for one medium, this change must be exomined to see how- -or if -it calls for changes in materials in the other media.

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Producing the MaterialsTurning out materials for HOPE begins as an effort of the total Materials

Production Team. This team specifies instructional-themes, identifies groups ofobjectives, and prepares the Master Curriculum Planning Guide. And while thereis the appropriate division of team effort in doing iThese three jobs, the entireteam approval is required before actual production begins.

General planning and preparation

General planning and preparation of all materials involves selecting instruc-tionol themes, identifying and adopting objectives, and planning activities by methodof presentation. General descriptions are provided for each of these processes, andmore specific illustrations are included in the instructions for the production ofspecific materials.

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Instructionali themes Theme refers to the broad' concept which integratesa series of TV lessons with the parent and mobile classroom instruction. For example,the theme for Week 14, used in the Curriculum Planning Model illustration, is"Becoming Aware of the World."

The selection oUthemes to accomplish the basic objectives of the program iscrucial and requires sensitive decision-making. The finest thinking of the materialsproduction staff, supported by the beit knowledge and experience they have available,is tapped _during' brainstorming sessions concerning theme selection. In these discussions,themes will be viewed in relation to objectives and to program activities.

Themes deal with universal experiences: experiences which relate to thechild's life and to his development -- social, emotional, psychomotor, and intel-lectual. They are concerned with such concepts as interdependence, change,values, bask human needs, feeling, responsibility, communication, reality andimagination, similarities and differences, order, and beauty. And the list couldgo on. The instructirnal themes developed for the final year of the HOPE fieldtest are included in Appendix D.

_ The tivmes reflect not only a concern for the child as an individual, but alsofor his relationships with others and with the environment; they show a concern forhow he views himself as an individual and how he views others and their impact onhim. After a preliminary list of themeshas been developed, the curriculum specialists(including the center director) arrange the themes in sequence. This sequence maybe altered as the themes are examined in :lation to objectives for individual lessons.

Objectives The objectives for the total program are found in the CurriculumPlanning Guide. The production center director and the curriculum specialistsexamine the objectives, discuss them, and then develop criteria for determiningemphasis and order. Objectives which should receive mil,. emphasis are noted,and preliminary guidelines are established for their sequence.

For many objectives, sequence is of little consequence, e.g., the order inwhich a child learns to sort objects--by color or by shape--isn't crucial . For someobjectives, however, particularly those which relate to concepts of increasingcomplexity, sequence is extremely important, e.g., before a child can state which

ppf two objects is larger, he must be able to discriminate between ,313jects on the basisof size, and the word large must be a meaningful part of his vo:ubulary.

Sequence of objectives to, receive secondary emphasis is also considered, andtentative order is established for those among which sequence is important. It mustbe noted that the ranking of an objective in a given lesson does not necessarily reflectits relative importance in the total program.

After decisions have been reached about sequence and emphasis, it is time tobegin selecting specific objectives fcr the individual lessons. The Curriculumspecialists meet with tI4 director of the Materials Production Center to suggest objec-tives compatible with the theme for a series of lessons, indicating which one(s) shouldreceive major emphasis. These proposed objectives are presented to the MaterialsProduction Team, whose members may offer additional suggestions. As lessor objec-tives are chosen, there will also be propasals for possible activities through whichobjectives can be reached. Note should be made of proposed activities so they canbe discussed later by the team. Objectives are always selected before activities.Activities provide the vehicle for teaching, but objectives tell what to teach and Nei;and the vehicle used depends on what is to be clone and why.

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Care must be taken to insure balance in the goals for a siven lesson and for-sequences of lessons. Although it is possible to emphasize one category of objec-tives over the others, they cannot readily be completely separated. All categories- -affect, cognition, psychomotor, orienting and attending, language--need not beemphasized, or even represented, in every lesson, but neither will all objectivesfor a lesson be chosen with major emphasis' on a single area. Furthermore, all areaswill be represented and lmphasized regularly. One objective may be repeatedfrequently because its nature requires repetition for mastery, e.g., identificationof printed symbols, while another could appear less frequently and still be a majortarget of the total program. For instance, serial correspondence, e.g., matchingsize-graded measuring spoons with size-graded measuring cups, mayiDe a majorobjective, although it may not appear frequently. However, a number of lesscomplex concepts which are prerequisites to understanding serial correspondencewill hove been presented before the child is confronted with the problem of deal-ing with serial correspondence.

After the objectives are prepared for a lesson, the center director or a cur-riculum, specialist double-checks to make sure that they are compatible with theinstructional theme. Objectives are also checked for sequence in the overalltelevision series. Necessary revisions are made.

The selection and treatmeat of objectives are illustrated in the Master O.:-riculum Planning Guide and the Objectives and Activities by Delivery SystertrermaTvin inFe77mning model (Appendix C).

Activities After the selection of theme and objectives for a series of lessonshas been completed, they are distributed to the materials production staff to assistthem in suggesting activities which might be incorporated in the lessons. Afterthe members of the curriculum team have examined the theme and objectives, theypropose activities and deckle if they are appropriate for the target audience, howmuch they will contribute to meeting the objectives, whether they are related tothe theme, which combinations of activities will offer variety to the lesson, howfeasible production is, what the requirements are for on-camera personnel, and whatmaterials are needed.

Production of television lessons

Lesson production begins when the Materials Production Team selects objec-tives, identifies detailed content, and plans activities for the three methods ofpresentation. And it should be re-emphasized that theme selection and assignmentof objectives are not independent processes.

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During the first period, work is divided by method of presentotion. This processstrengthens octivity plonning, ond even ofter work becomes more divided ond pro-duction of oil moterialtelevision, parent, home visitor, clossroom, ond children- -is in progress, regular consultotion among the totol teom will greotly improve thequolity of production.

Planning activities for TV lessons Activity plonning for TV lessons is thetosk of the totol television production staff. Early childhood educotion speciolistsore expected to exercise dominont outhority in selecting objectives ond content ondmojor leadership in activity plonning, but the resources of oudiovisuol ond fine orts .speciolists ore critical .

Among the octivities suggested may be one which 'coils for the use of o record-ing, o book, films or slides, or other speciol moteriols. A proposed octivity moyrequire visiting tolent. Such octivities will not be included in the finol script untilnecessory orrongements have been made-- cleoronce for books ond recordings, tolentsecured for the dote required, pions mode for filming, ond preparotion of speciolmaterials. However, they may be included in o ter.totive list of activities, whichwill be given to the script writer(s) for preliminory preparotion of the script.

It is importont that the responsibility for securing clearance for use of moteriolsnot in the public domoin be ossigned to someone ond thot records be kept. This infor-motion must be ovoiloble to the producer-director so that he can be sure, before hegoes into the studio to direct, thot oil parts of the plonned lesson con be used.

The importance of keeping in mind thot the lessons ore for 3-, 4-, ond 5-yeor-olds cannot be overemphosized. When choosing octivities, it must be remembered thotthe child should be on octive participont during eoch lesson, not merely o passivelistener ond observer. Thot is not to soy there is no ploce in o program for justobserving ond listening, but long periods of tolk should be ovoided, ond the childshould be given the opportunity to become octively involved. He must be encourogedto porticipate, ond he must be given time to respond. For instonce, when the televisionteocher is developing or reviewing the concept of clossification, he might osk the childto put oil the red objects together, all the blocks, etc. Then he would of low the childtime to do the tosk before osking him to do something else.

Children wont to leorn. They wont to find out whot things are, how they work,ond why they ore like they ore. Generolly it is better to show something on thescreen before tolking obout it. Arouse the child's curiosity. Ask questions beforegiving onswers. Give the child the opportunity to discover: However, olso givehim relevont informotion. For exomple, o segment of o lesson might provide infor-motion obout fish. Show close-up shots of fish, ollowing the child to see whot thefish look like, their movements, likenesses, and differences. Ask questions which

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the child can answer on the basis of his observations. Then information may be providedverballyinformation which will reinforce what the child has observed as well as infor-mation which could not be gleaned frOm observation. Make it a personal transaction,perhaps beqinning by saying, "Did you know that or "Maybe you have seen fishin a Wear, or lake..."

Sequence of lesson objectives has been discussed, This does not imply that eachlesson is dependent an the previous one. In fact, each lesson should be able to standalone. However,ideas which have been introduced should be repeated and developedover a period of time. For instance, in the case of the lesson segment about fish, thechild's interest in, and curiosity about, fish is not likely to be satisfied in a singleprogram. Not only is the child curious about what a fish looks like, he may want toknow what it eats, why it lives in the water, what its relationship is to other creaturesaround it, and how it "talks" to other fish. Each lesson that incorporates ideas aboutfish will be able to stand alone, but will be constructed so that ideas are repeatedand extended.

Avoid such statements as "Yesterday we found out how many legs a grasshopperhas." if there is a reason for knowing how many legs a grasshopper has, show a close-up of a grasshopper so the child may count its legs. Count them with him the secondtime around. If he didn't see yesterday's program, he may not know what a grasshopperlooks like and also, he may need help in counting to six.

Choice and sequence of activities, both within and among lessons, cannot beseparated from sequence of objectives from lesson to lesson. For example, the.goalof perceptual discrimination among forms (e.g., recognizing and matching squares,triangles, etc.) will precede the goal of classifying forms. The child will engagein activities in which he matches forms before he will be asked to classify them.He will prObably be able to match forms before he can name them, but he cannotincorporate the name of a form into his vocabulary before he has had experience withthe form. (For example, the word "triangle" cannot become a meaningful part ofa child's vocabulary until he has had experience with triangles.)

The child's experience with geometric forms may include fitting parts into a

puzzle, building with blocks, matching the blocks by shape, telling which objectshave the some shape and which are shaped differently. He may discriminate amongshapes in a picture, draw or cut shapes, or identify shapes in the environment.After the child con match objects by shape, he may, for example, be asked to findobjects in the house that are circles, e.g., plates, pans, clack. The word "circle"may not be a part of the child's vocabulary. Therefore, the television teacher mustbe sure to give on example of a circle when the word is used. And the child mustbe given an opportunity to use the word.

It must be emphasized that (1) the young child learns best through active involve-ment; (2) he should be confronted with problems which motivate him to find answersfor himself. Of course, the child cannot be expected to solve all problems which arise.Some activities will supply solutions to problems which are posed, but solutions shouldnot be supplied until the child has had time to seek a solution himself. For example,in a puppet segment of a lesson, the puppets are confronted with the problem of dryingclothes without using the clothesline, which is broken. The clothes must be dried beforeMother gets home, so there must be an immediate solution. The problem also becomesthe child's. Solutions offered by the various puppets are paced so that the child hastime to make suggestions before he hers what the puppets have to say. The problemis finally solved, but not before the child has hod time to consider what he might doin a similar situation.

On the other hand, the child's problem might be one with which he is personallyconfronted during the television lesson. He is asked to let someone know how he feels- -happy, sad, angry, tiredwithout saying a word. He is given time to respond beforethe television teacher asks a leading question or makes a statement. For example,"Would you show us by the look on your face?" or "Perhaps you can show us by theway you movemoving fast, hitting at something, moving very slowlyor by notmoving at all

The child learns from his experiences. Some children in the viewing audienceare likely to have had a rich background of Txperiences, while others may be confinedto a very limited physical and social environment. However, a young child, eventhe one whose parents can and do provide him with a wide variety of experiences,cannot go far from his home on a day-ta-day basis without the supervision of someoneolder. The experiences the child has in real life can be supplemented by televisiontrips. For example, a child who has never been near a farm can get additionalexperience through television. Such a visit should be more than a global view ofthe farm; it should focus on interesting details - -a close-up of ducks and ducklingsforaging for food at the edge of a pond or stream- -not a pond in the distance as apart of the scenery; a farmer examining an ear of corn--not a panorama of fieldsof grain.

A television.program can add variety to a child's experiences. Variety andsequence within the program must also be considered when activities are beingchosen for a lesson. For instance, the day's presentation might be planned withmajor emphasis on Ionguage. Activities would incorporate variety in the use ofmedia, in content, in pacing, in level of excitement, in length of sequences, andin type of participation by the viewer. At times a child's participation may beprimorily affective and/or intellectual. He rnay be attentively listening and wotchinga story being acted out by puppets, eagerly onticipating what may happen next, savoringthe longuage--adding new words to his vocabulary or adding new meanings or shadesof meaning to familior words. Such an activity should be followed by one in whichthe television teacher solicits a verbal response from the child and introduces an

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octivity which coils for the child to paHicipate physicolly. For example,. soy,"Where did Freddie hide?" (Pause for child to onswer.) "Yes, he hid behind thetree. You hide behind something...the ciaor...a choir... or something else...Where did you hide? ...I think somebody said, 'I hid behind the table.' Wos thatyou?... Tell us where you hid."

Not-every__chtld:will focus his undivided ottention on a television screen forholf on hour, even when all the progrom elements have been designed with him inmind. He moy wander off into the next room or elsewhere out of sight of the screen.From time to time there should be on audio element which will bring the child backinto the viewing area. It may be music with a strong beat or a catchy rhythmicpattern; it moy be a verbal sequence designed to get a child's attention--a sequencein wil!ch The voice is used in a manner other than ordinary conversotion; or perhapsit may be the sound of on animal, a train whistle, or ony of the many ottention-

,attrocting sounds.

In oil cases, octivities selected for a television lesson will be such thot thechild's participation will contribute to his achievement of the objectives for ospecific program. The activities are also chosen with particular ottention to childdevelopment principles to insure that they will be suitoble to the young child's stageof development. It is necessary that every effort be made to bridge the interests,abilities, and potential for 3-, 4-, and 5-year-olds in eoch lesson. Sometimes asingle activity may be used to arouse the interest of a 3-yeor-old, extend perceptionsof o 4-year-old, ond stimulate further questions by a 5-year-old. For example, ofilm showing several kinds of monkeys in their native habitat and/or in a zoo mightbe presented. The presentation of the film (music, narration, questions, 'soundeffects) should help provide "this bridging.

The 3-year-old might be merely interested in their antics, perhaps noting someof their characteristics and talking about them. In addition to the obove reactions,the 4-year-old might observe the likenesses and differences among the monkeys, noticewhat they ate and how they ate, ond perhaps observe how they resemble and how theydiffer from other animals. The 5-year-old might be stimulated to ask where the monkeyslive, where they sleep, whether they hove a languoge, why they have the type oftails they do, and so on.

Selection of activities is olso influenced by feedbock describing children'sreoctions to particular types of segments, to length of segments, to pacing, to thevorious media used, and to sequence of activities.

An observational system used to gather data on children's reactions to tele-vision lessons is described in the section on communications-quality control,page 45. Although materials production staff does not actually collect these dots,in the production of television lessons they rely on information collected by the

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Field Team and communicated to them through the communications-quality controlsystem. Following are some questions which should be asked when activities arebeing chosen for a television program for preschool children. Some answers, basedon data gathered by the HOPE development staff, accompany the questions.

Question: What types of questions and techniques are most effectivein eliciting verbal responses?

Answer: Specific questions; questions directed to the viewer--with time given for a response, followed by comments onresponses which the children might have made; open-endedquestions.'

Question: What is the optimum number of questions that should beasked in a given time, given a specific purpose?

Answer; Generally, 1 to 3 on a single topic, never more than 5.

Question: What activities are most effective in eliciting verbaland nonverbal indications of enthusiasm?

Answex: Activities in which children become involvedphysically,emotionally, socially, intellectually. Some specificactivities: (1) appearance of animals on program- -conversation, questions about animals; (2) familiarsituations--at the fair, at the farm, identifying familiarsounds, use of familiar toys in developing number con-cepts, familiar games and songs; (3) activities in whichit is suggested that the child participatemold clay,sing along, act out part of story, sort and match;stories which the children could identify closely withand stories involving mystery; (4) animation and questionswhich permit viewers to point to the answers; (5) shortinteractions with the viewer in which the televisionteacher does and says things that indicate that theteacher is talking directly to the child and respondingto the child's answers; (6) activities which the childrenthemselves would enjoy (e.g., having a party); (7) make-believe.

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Question: What types of music and songs are most effective ingetting viewers to dance and sing?

Answer: Music with a good beat, repetition of words and melody,action songs, familiar wards and melody, songs aboutthe familiarchildren, animals, Family members, toys,environment.

Question: What techniques are most likely to get viewers to recognizethe sounds of letters in words and to acquire given cognitiveskills?

Answer: Sounds--use of simple familiar vocabulary; words in whichthe initial sound is the one to be recognized; use of objectsor pictures when word is being presented; child handlingan object and naming it; child always being asked to repeatthe words; games. Cognitive skills--personal involvementand repetition, e.g., iF a child is to identify a triangle,he must see triangles, handle triangles, compare themwith some other geometric shapes (noting how they aredifferent) and find them in his environment. Variety in,teOnique is important.

Question: What camera techniques, types of animation, and methodof monologue ore best to elicit the desired response Fromthe viewer?

Answer:

Question:

Answer:

Closeup when response h desired, uncluttered animotion,personal monologue as iF it were a dialogue with theviewer.

Whot are the optimum lengths of various activities interms of achieving given objectives?

When the viewer is a possive recipient, two minutes or less.When the viewer is actively participating, the optimumtime is greater, but it varies with the activity.

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Quortion: What types of stories should !Jo used and what types of pre-sentations are mast effective in maintaining interest?

Aft.,:wor: Stories about the familiar (experiences the child has hador familiar activities he would like to be a part of, suchas a birthday party or a picnic); stories that involvehumor, nonsense, adventure, exaggeration, mystery,make believe; stories in which the child can identifyemotionally with character(s) and/or events.Types of presentations--dramatization, with live actorsor puppets; story teller inviting comments before, during,and after the story; pacing which allows the viewer toreact to the story; illustrations being shown during thestory, and illustrations involving action when appropriate(cutouts, pictures, animation, film, objects, slides).Variety in type of presentation is desirable.

The answers to such questions os these serve as a guide to choosing and arrangingactivities for lessons.

Television lesson scripts The theme for the series of lessons, the lessonobjectives, and a list of suggested activities are given to the script writer(s). Theremay be someone on the staff whose major responsibility is writing scripts or the taskmay be divided omong several staff members. The writers choose activities as theysee fit from those suggested, expanding on and adding to the input they have received,always bearing in mind the lesson objectives and the theme. They work together onsequence of octivities, preparing appropriate transitions. They consult with otherstaff members whenever they need to.

Before including copyrighted materials in the lesson, the person with majorresponsibility for preparing the script checks witk the appropriate staff member(s)regarding clearance. After the preliminary draft of the script is prepared, it issubmitted to the center director for review. The divectov goes over the draft tocheck if all the activities are related to the theme, if they contribute to meetingthe lesson objectives and if there are activities which will contribute to meetingall the lesson objectives. The director also determines if the activities are gearedto the developmental level of the viewing audience and may suggest deletions,addition, and/or revisions.

Before the script is typed in final form, the television teacher and theproducer-director review it to make sure that everything included in the lesson istechnically possible, the necessary talent has been secured, and that all props andother materials will be available. The producer-director assigns the production ofvisuals and film segments to the appropriate staff members. If any changes are made,the script is resubmitted to the center director for his approval.

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The script may be written out in full or in outline form. (Examples of outlinescripts ore included in the planning model--Appendix C.) The form of the scriptdepends in part on the nature of the activities in the lesson and on the televisionteacher's style, memory, and preferences.

Each person on the Materials Production Team will be provided with o script.The producer-director will be given extra copies to mark for the video engineer,the audio engineer, and the floor manager. There should be additional copies forthe permanent file.

After the center director hos approved the final script, the producer-directorcon prepare for production of the lesson.

Producer-director takes charge Once scripts and ort work for lessons havebeen prepared, music selected, props assembled, personnel requirements of a givenlesson determined, and approximate time for each sequence established, the producer-director takes charge.

The major portion of this section describes the producer-director's tasks.However, this is not on attempt to provide o minicourse in how to produce o tele-vision show since the producer-director will have considerable experience in thisfield. There is no attempt here to explain how to perform such tasks as preparingslides and films, building a puppet stage, or to go into detail about the skillsneeded for performing the myriad tasks of producing o television program. Althoughstaff members bring to the team a variety of training and experience, not all of themwill hove o background in the production of television lessons for preschool children.Therefore, these guidelines are presented to acquaint staff members with some ofthese activities, to provide them with on understanding of various staff roles, andto help them better understand and fulfill their own role. ,

The producer-director will work closely with the production assistant, the on-camera teacher, the graphic artist, photographer, studio personnel, and othersinvolved in the production of the lessons. Major responsibilities ore:

1. Advance Filming and Recording

Lesson films must be prepared well in advance of production dote.The producer-director coordinates with the photographer to shootthe scenes of on appropriate time. When the film is developed,the producer-director previews it with the photographer and thecurriculum specialists. Decisions are mode regarding the portionsof the film to be used. The curriculum specialists select the con-tent and the producer-director makes decisions about the quality

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and technical aspects of the film. The producer-director supervisesthe preparation of the footage (or the sequence of slides) to be usedin the production. Film footage moy be sound-on-film or silentscenes to be occompanied either by oudiotape or live narration.The production center director approves the finol product.

Recordings prepared to occompany films must be carefully pacedto synchronize with the scenes and oction. Some lessons moyinclude segments other thon filmed sequences which call forrecorded voice sequences, e.g., pontomime action. In thesesegments. the script recorded on audiotope will provide directionfor the pantomime actions.

Sound effects needed and not avoilabie on records or audio-topes will be recorded. All recordings should be ovailable forrehearsol. All recordings will be timed.

2. Studio Facilities

If there are any unusual equipment requirements for the lesson,the producer-director consults with the studio engineering depart-ment. However, most plonning with studio personnel willfollow the blocking out of the script.

3.' Blocking Out the Script

After production requirements and facilities are determined, theproducer-director blocks out the script. This requires visualizingthe Program, not only the picture on the television screen but alsothe setting and the people who will be appearing on 'camera.

In the type of televiiion lessons described in this documentseveral standard sets are used, thus a set does not have to bedesigned for each program. The decision of which sets willbe used for a given lesson is made during the preparation ofthe curriculum materials. The arrangement of the furniturecan be vat ied within the framework of the set, but changesare usually minor.

The producer-director works out the key shots and camerapositions and decides which camera or cameras to use for eachscene. He arranges for release of cameras so they can berepositioned for the following scene. This planning is nec-essary since each camera may not have the same lenses,

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and only one camera may have the capability for the close-upsdesired in certain key shots. It is important that this be donebefore rehearsal. This should not imply that the producor-director works out detailed plans for every shot and everytransition at this time, but well-formulated plans for keyshots are essential.

4. Planning Individual Shots

Placement and movement of cameras is important, but more isinvolved in good production. The producer-director must beconcerned with fulfilling the function of pictorial composition- -to show the subject clearly and attractively through good com-position, to achieve dramatic effect when appropriate and toprovide a variety of visual images.

The chokes the producer-director makes depend on the purposeof a particular scene. For instance, if the television teacher isasking the viewing child a question, a close-up shot of the headand shoulders would be appropriate. This helps give the illusionof o personal transaction involving only the individual viewerand the teacher. If the person on camera is demonstrating aspecific manual action, a close-up of the hands and arms couldbe used, while a longer shot would be better for showing a grossmotor activity. The close-up is sometimes used for dramaticemphasis. For example, a long shot might be used to show atoy train moving over a rather large area as a story is beingnarrated, while a close-up shot would be used as a rabbithopped in front of the train and the train stopped just in time.

In their book on television production and direction, Stasheffand Bretz (1962) include a detailed discussion of the creativeuse of cameras and describe essential elements of the directionand production of television programs.

5. Rehearsal Without Cameras

The studio is the best place for rehearsal without cameras ifit is available; however, rehearsal outside the studio is alsostandard procedure. During the rehearsals the producer-director views the action from each camera position to workout the action and movement of both the actors and the cameras.The producer-director checks the blocked-out script, makesnecessary changes, and keeps in mind the position of lights

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and microphones during dry rehearsal. In producing televisionlessons for the home-oriented program described in this document,it is recommended that the lesson be done in segments. Thereare two major reasons for this. (1) Some segments should berepeated from time to time during the broadcast year toreinforce the concepts and skills being presented. (2) If somepart of the lesson needs to be done over, it will not be neces-sary to re-tape the total program.

Each port of the production is carefully timed during dry re-hearsal, and the script is revised if necessary. If the revisioninvolves any deletions or additions of activities or concepts,the center director must approve the alterations.

The production assistant works closely with the producer-di rector and notes details which require his attention.

If preliminary rehearsals are outside the studio, a dry rehear-sal should also be conducted in the studio. This may or may notbe a complete run-through, depending on the nature of boththe lesson for the day and the preliminary rehearsal. Sincethere ore only a few standard sets being used throughout theseries, rehearsal will not be so complicated as it would be forsome types of programs.

6. Camera Rehearsal

Before camera rehearsal begins, the producer-director reviewsthe blocked-out script with the cameramen and makes surethat all films, records, and audiotapes to be used are set up.

The producer-director is also responsible for the set beingready and furniture and accessories being properly placed.The production assistant will actually be in charge of gettingthis done, doing most of it himself, but the producer-directorwill check to see thor the setting, lighting, and props areexactly as specified on the blocked-out script.

The producer-director schedules the camera rehearsal andarranges for the necessary studio personnel--several camera-men, on engineer (who will serve as video engineer duringproduction), an audio technician (who may be on engineer),and any other necessary personnel. The size of the crew will

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depend on studio facilities as well as on production require-ments. The producer-director reviews the script with the videoengineer and the audio technician (each of whom has a markedscript) and gives final instructions to the floor manager.

Before the rehearsal actually begins, the director checks certainkey shots, camera angles, and camera movements with the camera-men to make sure they are clearly understood. Then a segment,or the total lesson, can be taped for the critique. During thison -camera rehearsal the producer-director will try to keep theaction moving without interruption so that the program may beaccurately timed. At this paint the producer-director will notrevise the lesson if it appears that the planned activities areimproperly timed. However, the producer-director does controlthe pace of the action.

After rehearsal, the Materials Production Team members, includ-ing the producer-director, view the videutape. If the lessontiming is off, suggestions are made to correct the discrepancy ina manner that won't require basic changes in activities. At thistime any changes should be minor, primarily for clarity andpacing. Timing changes will be marked on scripts; the producer-director is responsible for the final decision on any changes.

7. Final Production

One advantage of taping a program is the fact that there is asecond chance. The producer-director, as well as the cast andthe crew, would rather not have to use that second chance,but they are glad that it is there. The advance planning andthe rehearsals minimize the time spent on retakes.

The final production is recorded on one-inch or one-half-inchtape as well as on two-inch broadcast tape. The smaller tapesare used by the Materials Production Team as they completethe related materials to be used with the television lessons.These tapes also serve as a record of lessons which have beenprepared for television viewing.

If the lesson has been videotaped in segments, the producer-director must assemble the segments. The final production isviewed by the Materials Production Team before it is pro-nounced ready for broadcast. If necessary, minor editing isdone. The producer-director determines if videotape is ofbroadcast quality.

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1'1141107 ion ar;ni stanL (and floor manager) The production assistant worksclosely with the producer-director, to whom he is directly responsible. His dutiesmay or may not include those of a floor manager. A floor manager's duties vary withthe studio facilities and the type of program being produced. His tasks include

getting the sets in place and assembling the props in thestudio

transmitting the producer-director's timing cues to the on-camera talent

shifting scenery; moving props and furniture

displaying cue cards for performers

flipping cards which are being shown on camera in a series

The specifics of the production assistant's tasks are worked out with the producer-director.

On-camera talent The central on-camera talent is the television teacher.The teacher works very closely with the producer-director during the productionphase. Once the cameras are in action, the producer- director is in charge.However, to be effective in children's television, the on-camera person observescertain guidelines. Since the script generally provides for considerable flexibilitythroughout the program, the person on-camera has a reasonable amount of controlaver the amount and pacing of the conversation and action. These followingguidelines, quoted or adapted from Mukerli (1969, pp. 25, 50-51), can help:

Avoid lengthy verbal introductions to an activity. It isoften more effective to show an object before commentingon it.

Play the role of an adult with dignity; show respect forviewing audience--do not talk down to the listeners.

Use vocabulary that the child can understand.

Avoid acting over-important or all-knowing.

Maintain direct eye contact with the viewer at appropriatetimes, e.g., when talking directly to the viewercallingfor a response, giving directions.

Establish one-to-one relationship with the audience. (Say,"You...," not "All the children... ")

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Encourage viewer participation by allowing sufficient timefor a response. (If this seems ta slaw the tempo toa much,check timing with live children viewing the program. Itprobably only seems too slow.)

Keep in mind the age of the viewer. For the younger child,a question or direction must be repeated more often than foran older child before a response is forthcoming.

Use a style that comes naturally. Children spot artifici-ality.

Although the producer-director controls thr production, the on-camera personnelshould 'express themselves creatively within the framework established. The personalityprojected and the style and techniques used to communicate with the viewing audiencemakes the difference between a dull and an exciting program.

Ideally, there would be two leading personalities on the program, one male andone female, if ihere is only one, there should be frequent guest appearances by visitorsof the opposite sex. (The guest list may include other staff members.) It is importantthat male, as well as female, images be provided on a television program for youngchildren. It is also important that a variety of people, reflecting different backgroundsand cultures, be present on the programs.

ltle.-.d.;a Specialist The media specialist warks closely with the producer-directorand script writers in planning the televised lesson. This person's input is concernedprimarily with the selection and use of music and art as special effects or back-ground. The specialist often is required to prepare the audiotapes of records, livemusic, sound effects, voices ta accompany pantomime, and so on.

In choosing musical selections, the media specialist is concerned with thepace of the show, the activities on camera, the quality of music presented, andthe contribution that the music can make to enhance the visual presentation.Frequently, the music will help present objectives of the lesson. For exampletoachieve control of large muscles, the child marches around the room to music witha strong beat.

Art activities are many and varied. They range from selecting children's workto be displayed on the televised lesson to the choice of colors used for materials sentto the home or to the mobile classroom. Set design or the decoration of an existingset would also be a responsibility of the media specialist.

As with other staff members, the media specialist may appear as an occasionalor regular visitor on .the program with the on-camera teacher.

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One medium which can be used very effectively with your/9 children is the puppetshow. Specialists in media frequently know how to use puppets. If it is necessary toget part-time outside talent for puppet performances, the media specialist will super-vise these activities.

Since the voices of puppets far a lesson segment are usually on tape, the mediaspecialist conducts rehearsals of the reading of the script before it is taped. Thevoices of the puppets might be those of staff members; but if the production center isin a college or university town, h is suggested that students from the drama depart-ment be employed as voices for puppet segments.

Before the total cast is assembled for on-camera rehearsal, the media specialistand those who will be operating the puppets go through the script of the puppet segment,deciding on key moves. if the media specialist thinks that there should be on-camerarehearsal of the puppet segment before the rehearsal of the total lesson, he makesarrang,..tments with the producer-director. This rehearsal takes a relatively short timeand is conducted immediately before the general on-comera rehearsal. The mediaspecialist makes sure the television monitor is placed so that the puppeteers can seethe action. The action is pantomimed to correspond to the previously taped voices.

After the on-camera rehearsal, the media specialist joins the rest of the MaterialsProduction Team in a critique of the lesson. On the day of final production, the mediaspecialist is on hand with the producer-director and the production assistant to get readyfor production. His particular responsibility is to have all prerecorded musical selec-tions ready, art selections and props in place, and the puppet set ready for production.

Other Personnel At one time or another, every staff member will be involvedin the production of the television lessons. The voices of some of the personnel may beutilized regularly as voices of puppets. Some staff members will be assigned the roleof puppeteer (trained by the media specialist). On occasion additional hands will beneeded to assist the floor manager. Various staff members may appear as visitors onthe program. And all Materials Production Team members will portici pate in a critiqueof the lesson after the on-camera rehearsal. They also view the videotape of the finalproduction.

This listing of the responsibilities of the staff members in the production of thetelevision lessons constitutes an overview to provide the center director and otherson the team with some understanding of the technical aspects of prcduction. It high-lights the necessity for a cooperative, flexible team, willing to learn new skillsskillswhich will be used in the production of quality television for young children.

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Production of the Parents' GuideSimilar to the production of televised lessons, production of the Parents' Guide

begins when objectives of the HOPE program are studied for achievement through homefin<1 pentint... k I in1,04-1 diredly to profluctkal, owl :toff revonsiblit

id-home indructims tul,.." I IMMO, II , /11/W1111(11 1111". 11141 ".(111111 14.0.1111M111i lily 1t

participation in total team study and consultation as all other members of the team.

An important goal of HOPE has been to help parents help their children. Parentsare encouraged to watch television lessons with their children. Home visitors work withthe parents as well as with children. They make suggestions to the parents; they modelbehavior in working with children; and they help the parents find answers to quest;ons.An additional and important means of communicating directly with parents is through aweekly guide which is brought to the home. This guide is prepared by the centerdirector (who is a specialist in early childhood education curriculum) and/or the cur-riculum specialists. See the Curriculum Planning Guide for a list of objectives forparents which provides direction in preparing Parents' Guide.

Many parents think of school as the primary place for learning and the teacheras the major, if not only, agent for facilitating the child's learning. This programseeks to modify this perception, to help the parent realize that learning does not beginor end with the school, that, indeed, most of the young child's learning takes placein and around the home.

Implicit in HOPE is the recognition that the parent is the child's first teacher.Therefore, a major thrust of the program is helping parents become aware of theirroles in their child's learning and helping them fulfill these roles. The weeklyParents' Guide is one of the program elements designed to provide parents with thisassistance.

Introduction of the Parents' Guide The instructional theme, which intro-duces the weekly Parents' Guide , is used to remind the parents of the importance oftheir involvement in the ciiriaTday-to-day activities and learning, to remind themthat they can help their children develop and learn to cope with the environment.Themes deal with child growth and development -- physical, social, emotional, andintellectual. They contain suggestions for helping the child develop feelings ofself-worth and providing an env7ronment conducive to learning. This introductionmay refer to specific parts of the weekly televised lesson (suggesting relatedactivities), or it may highlight some of the activites included in the lessons, ideasexplored, or concepts developed during the week.

As the introduction is prepared each week, brief notes are made of its contents.When subsequent sections are being written, these notes are used to provide continuityand balance in the series. It is important that there be variety and that ideas andsuggestions be reinforced from time to time. The list of eames used in the Final yearof the HOPE field test is included in Appendix D.

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Daily guidelines of the Parents' Guide In addition to the introduction,the weekly guide for parents contains a brief overview of each day's televisionlesson.

Before thew doily guidelines are prepared, (l) iho script and objective!: ioreach lesson, the Home Visitor Activities to be used in conjunction with the lesson,and the Mobile CTaoom instructs a Guide are carefully reviewed; (2) the tele-vision lessTcr7svitrats been recorded on one-half inch or one-inch videotape foruse by the Materials Preparation Team in preparing curriculum materials) is viewed,and. (3) feedback from the field, including feedback from parents regarding help theyfeel that they need, is studied.

Sometimes activities on the program are specifically described in the guide, andspecific suggestions are made to help the parent involve the child in the lesson. Sup-plies needed For the lesson are listed. Suggestions for use of supplies are sometimesmade.

The purpose of an activity may be explained. For example, in one guide of theprototype series the parent is told that the child will be making a collage on Friday.One purpose for making the collage is to give the child the opportunity to use hisimagination, to be creative. This purpose is not stated in this guide. Three weekslater the children make a collage again, using different materials. In the guide forthis parti :ular week, the development of creativity is a stated purpose. in other guidesit is recommended that a child engage in art activities to relieve tension,. to developproblem - solving abilities, or to express his ideas. However, every purpose of eachactivity mentioned in a guide is not always explained.

Suggestions for expansion or extension of an,activity or for related activitiesmay be given. For instance, a child may bP doing a fingerplay with the televisionteacher; he could do it at a later time with his parent or with someone else. Thewords and directions for fingerplays are usually given in the Parents' Guide. To ex-pand the activity, it k sometimes suggested that the child make up additional wordsand actions. It might also be suggested that the parent and child make finger puppetsto use while doing a fingerplay. In fact, art experiences are frequently suggested asactivities related to what the child may have been doing during the program. Followingare additional examples of extension or expansion of activities and use of relatedactivities that may appear in the Parents' Guide.

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Child's Activity(during program)

Sing a song.(.g., about aclown)

Identify, match,count geometricshapes.

Throw and catchbean bags.Play games withbean bags

Aspects ofhints for helpingself-confidence,his environment.

Extended Activity(after program)

Sing the songlater.

Do the same afterthe program.

Do the same later..

Expanded Activity

Make up additionalwords.Dramatize the song.

Identify geometricshapes in environ-ment, e.g., gableor other parts ofhouse, other build-ings or parts of them,moon, householdarticles (pans, etc.)

Use bean bags innew ways.Play new gameswith bean bags.

Related Activity

Make o picture of aclown.Make a puppet clown.Visit o circus. Pre-tend to be a clown(perhaps have a back-yard circus).

Construct objects,using geometric shapes,e.g., clay ball, housemade from a cardboardbox, etc. Identifyshapes constructed.Create designs, incor-porating geometricdesigns.

Make bean bags, usingnew shapes and materials,and suggest additionalshapes and materials.Decide what materialsto use, not to use- -perhaps an alternativefor the beans. Playother games involvingthrowing, e.g., throwinga ball.

child growth and development may be discussed. The parent is giventhe child increase his vocabulary; for helping him develop skills,and self-reliance; and in general, for helping him learn to cope with

To get a more complete picture of the guidelines for each day of the week, seeAppendix C for a sample Parents' Guide (in the Curriculum Planning Model).

Accompanying materials The child who is an active participant in a learningsituation, be it a television lesson or a classroom experience, will learn more than thepassive observer. Active participation on the part of the child is suggested in everylesson; the television teacher invites the child to become involved. Some of the activi-ties require varied materials. Local sources of materials can be identified for parents.

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Most of the materials needed should be objects generally found in the home- -measuring cups, spoons, various dishes and pans, other household articles, blocks,balls, and other toys. Other materials must be planned and prepared especially forthe television lesson by the Materials Production Team or by the home visitor and -delivered to the home prior to scheduled use. (See Appendix C for sample childactivity sheets which accompany the Parents' Guide for use with particular televisionlessons.)

The Parents' Guide and child activity sheets should be ready for delivery to thehome two weeks prior to scheduled use. Parents should be encouraged to discuss theguide and materials with the home visitor, thus providing valuable feedback for pre-paring subsequent Ades and materials.

For parents desiring additional reading material, a list of suggested readingshas been prepared and included in Appendix E.

Production of home visitor activities

The same staff members responsible for preparing the Parents' Guide should prepareand produce Home Visitor Activities. Objectives, content, and activities must be furtherrefined and integrated into plans for home visitors and parents.

The paraprofessional home visitor in HOPE is a key person in helping parentshelp their children. The visitor is a teacher for both the parent and child. The homevisitor is a reinforcer and a model--modeling behavior for the parent and providingreinforcement for both parent and child. The visitor encourages the parent to takeincreased responsibility for the child's learning; she is a friend--sometimes almost thesole contract from outside the home. This role is defined in detail in the Home Visitor'sHandbook.

The Materials Production Team develops activities and materials for the homevisitor.

The field coordinator or the Field Team director provides the curriculum special-ists with observational and formative evaluation information from the field which isused in developing these activities and materials. It is imperative that the input bebased on a thorough knowledge of young children.

Eoch week the Materials Production Team publishes the Home Visitor Activities.It is delivered to home visitors at least two weeks before it is taTused so that themoterials suggested can be delivered to the home prior to broadcast of the relatedlesson.

Although not restricted to those activities described in Home Visitor Activities,the home visitor is expected to develop the concepts presented in the suggested

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activities. If some of the recommendations do not seem appropriate, the visitor willdiscuss the problem with the field director or other designated staff member. Thehome visitor is encouraged to use her own ideas and those of the parents and childrenshe visits. Recommended activ:fies will serve as guidelines in developing additionalones. The early childhood education specialist in the field will consult with the homevisitor regarding the appropriateness of the types of supplemental activities. Sharingof ideas by home visitors will constitute a part of the inservice meetings. Fe Abackprovided by the home visitors is a major element in future planning by the MaterialsProduction Team.

Content for Home Visitors Activities Here are some criteria ',.or develop-ing activities and materials for the home visitor's use:

1. Relationship to Televised Lessons, Themes, and Objectivesof Lessons

The activities suggested for the home visitor's use with parentend child will be related to the theme of a series of televisionlessons, and they will be delieloped to help achieve the ob-jectives for that series. Frequently, 'there will be direct ref-erences to the activities shown on television. The home visitorwill not, however, attampt to do what the on-camera teacherdoes.

Following are some examples of activities shown on televisionand of related activities for home visitors.

Television Activities Home Visitor Activities

On-camera teacher makespictures with crayons; makescollage.

On-camera teacher shows ob-jects, the names of which beginwith s; introduces the letter s.

On-camera teacher reads abook about a birthday; tellsa story about a birthday; readsother books.

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Home visitor delivers paste,crayons, scissors.

Home visitor asks parent andchild to find objects, the namesof which begin with s, aroundthe home.

Home visitor asks parents tohelp child show his birthday oncalendar; begins circulatinglibrary books.

"The Owl and the Pussy Cat"is narrated, accompanied bycutouts in action. Question:Could this really happen or isit make believe?

Child is asked to tell which ob-jects from a group will grow (..a.,puppy, stuffed toy, live plant,artifical plant)--development ofconcepts, real and make believe.

Examples of lesson objectives and related home activities are shown below.There is one set of home visitor activities per week, while there are five sets of ob-jectives, one for each daily lesson. The home visitor activities for the week areplanned to relate to more than one of the daily lessons; therefore, a home visitoractivity is frequently designed to contribute to the achievement of more than oneobjective.

Lesson Objectives Home Visitor Activities

Child indicates feeling ofmembership in a group.

Child reacts to environmentverbally or through actions(including picking up litter).

Child distinguishes initialsound(s); names words havingsame initial sound.

Child gathers and uses infor-mation to solve problems;classifies objects (real ormake believe).

Child narrates real events insequence; makes up an origi-nal story.

Child indicates positive self-image by entering into newtasks, expressing his ideas; .

discriminates on basis ofsize; makes polar discrimina-tions; uses expanded polarconcepts (largest, smallest).

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Home visitor encourages parent totake child for walk in neighbor-hood, discussing ways in whichneighbors can help one another--interdependence.

Child is asked to choose objectshaving names beginning with thesound of the letter s.

Child chooses which objects willgrow (red plant, seed, artificalplant, puppy, stuffed toy, rock,etc.).

Child tells a story, indicatingwhether it depicts somethingwhich has really happened orsomething that he has made up.

Child makes a scrapbook abouthimself (ar someone else if hewishes); makes pictures (largest,smallest object he owns; family- -relative sizes of members).

2. The Ages and Backgrounds of Children in the Program.

The children in the program range in age From 3 through 5.The program is for all children in this age range, so thoseenrolled come from a variety of sociol, ethnic, and economicbackgrounds, and include children with physical, mental,and emotional handicaps. The activities developed for thehome visitor take these factors into account. The visitor iscautioned to remember that each child is an individual--thatchildren of different ages or levels of maturity have differentinterest and capabilities, that the child's experiences to datedetermine which activities are appropriate for him. Themobile classroom teacher and field director will assist the homevisitor in adapting activities for needs of individual children.

The home visitor will have to make decisions as to the appro-priateness of activities for each child, the amount of modelingnecessary for the parent, and whether additional or alternatecctivities should be used. The home visitors will bring up prob-lems about using materials at their inservice meetings and willdiscuss possible solutions with the other home visitors, the mobileclassroom teacher, and Tield director. The feedback will go tothe Materials Production Team to help in ?reparation of subsequenthome visitor materials.

3. Opportunity for Child to Manipulate Concrete Objects

Manipulation of concrete objects is important not only forpsychomotor development, but also for socio-emotional,cognitive, and language development (all of which are notmutually exclusive). Language development, which cannotbe isolated from psychomotor, socio-emotional, and cognitivedevelopment, is treated separately lest its importance be over-looked. The importance of the child's exposure to language inmeaningful contexts cannot be overemphasized. The preschoolchild is learning to use words to communicate experiences andneeds. However, words will not be useful unless they havemeaning. Even though the child may learn to say the word"book," for instance, it means little unless he has seen andhandled a book. By handling the book and looking at it, thechild begins to know what a book is--the word has meaning.He will know how the book feels to the touch, e.g., smooth,rough. If he is supplied with those descriptive words,igichiid can use them and thus increase his vocabulary. He mayalso be learning that the printed materials in the book

35

represent words, that the book has something to say. Atthe same time the child is developing the concept, book.At the same time the child is also developing attitudes towardbooks and toward the use of language through these experienceswith books. In the area of motor development, the child islearning to hold a book, open it, turn the pages one at a time,and so on.

As the child handles objects in the environment, he gains knowl-edge about their properties. For example, it becomes apparentthat some books have smooth covers; some have rough covers. Thechild may discover that some clothes have a smooth texture, whileothers are rough. He cannot learn these things about objectswithout handling them, just as he cannot learn the meaning of forkand spoon without using forks and spoons. It is through activeexperience with concrete objects that the child understands (1)the label given to the object (book), (2) a representation of theobject (a picture of a book), and finally (3) the abstract level ofreferring to a book by saying "book."

Many parents do provide their children with the opportunity tomanipulate a wide variety of concrete objects, supplyingvocabulary to 'name and describe the objects and to indicateaction with relation to these objects; but many parents are un-aware of the importance of doing this for their children, inad-vertently depriving these children of the opportunity for vitalaspects of growth. The home visitor will do more modelingfor this latter group of parents, insuring that, in her teachingactivities the child manipulates concrete objects.

4. Opportunity for Parent and Child to Participate in ActivitiesTogether

There is increasing evidence that the influence of the home isa major factor in a child's success--in interpersonal relations,in school; in development of independence,' coupled with arecognition of the Interdependence of people and of his re-lationship to and dependence on the physical environment.

The more the parent participates in purposeful activitieswith the child, the greater the parent's influence.

Since the television lessons in the preschool program aredesigned to provide the child with experiences to help himcope with his environment, and since a child's television

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viewing patterns and habits are generally influenced byparents' attitudes and their interest in the child's activities,the lessons ore likely to be of more value to the child when theyare viewed with the parent. The parent will thus be preparedto extend the activities and reinforce what the child hos learnedand a bond of common interest will be established betweenparent and child. The suggested activities should be plannedto encourage this parent-child interaction.

5. Facilities and Materials Found in the Home

The home visitor is supplied with materials to bring into thehome for the parent for use with the child. Ho Weyer, in manyof the activities the visitor will help the parent use facili-ties and materials found in the home, adapting the activitiesto the resources at hand.

, The objects and materials suggested must be safe. Avoid any-thing breakable or sharp, objects which might be swallowed,or which might be dangerous in any way. Provide variety.Suggest objects of different shapes, sizes, tektures, colors,materials, and functions.

Here are some usable materials: boxes and cartons (milk car-tons, cylindrical and rectangular boxes, egg cartons), paperbags, cord and twine, pieces of wood, corrugated cardboard,pots and pans, lids, measuring cups, nested bowls, bowl covers,unbreakable dishes, spoons (wood, metal, plastic); furniture,"dress-up" clothes, foods, spools, cardboard tubes from wrap-ping paper. or toilet paper, scraps of paper and cloth, yarn,ribbon, and buttons.

Thetse materials can be used for language, concept, and motorskills development and to gain information which will be usefulin many learning situations.

The young child learns about the physical nature of objects byacting upon themhandling the objects, looking at them,manipulating them. The child knows many things about hissurroundings before he learns to talk. For example, he knowswhat an apple looks like, what it tastes like, how it feels tothe touch, that it will roll before he can say the word "apple"or make a statement about an apple.

A child must hear words before he can Say, them, but languagedevelopment involves more than imitation and learning labels.

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A child develops his language by using language for Com-munication. If you want the child to name objects and talk aboutthem, the objects must be present. A situation can be set up inwhich the child will find it necessary to state what he wants.The child may be building something and find that additionalblocks are needed, which he asks for--perhaps telling how manymore.

As the child is developing language skills, he is also developingin other ways. For instance, as he counts blocks, handling eachone, he is learning the meaning of number. If the blocks differin size, weight, shape, or some other attribute, the child is alsoabsorbing concepts of size, weight, and so on. In handling theblocks, he is developing visual and tactile discrimination as wellas motor skills. He may also be getting experience in classification,seriation, and conservation of number. He will be developingspatial concepts, e.g., beside, above, behind, etc., as hemanipulates objects WhiccariWand move readily.

There is a wide variety of objects and materials available in mosthomes. The Home Visitor Activities will guide the parent, child,and home visitor in using the materials. The child who is interestedand curious will learn. Feeling and learning are inseparable.Activities should be planned with this in mind.

6. Reinforcement and Extension of Suggestions and Activities inthe Parents' Guide

Some of the ideas and activities which are introduced in-theParents' Guide and are reinforced and extended in the sugges-tions to home visitors include such concerns as: listening to thechild, helping him find answers to questions, providing options,talking with him, and sharing in his activities. Using theimmediate environment as a resource in working with the childis stressed. The importance of a child's handling and manipulatingobjects - -the importance of exploration and discovery--isemphasized.

A recurring theme is the necessity to foster curiosity, imagination,and creativity on the part of the child and, in conjunction withthis, an awareness of the child's need for recognition andencouragement, his need to be recognized as a worthwhileindividual. The parent is reminded that he is the child's mostimportant teacher, thatby respecting the child's feelings,interests, and innate worth - -the parent can contribute to thechild's growth in self-confidence and self-direction.

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A few examples of the relationships between materials in theParents' Guide and suggested home visitor activities follow.

Parents' Guide Home Visitor Activities

Take child for walk. Encourage parent to take childfor walksuggest activities.

Parent is reminded thatletter s is introduced,reviewed.

Help child find his birthdayon the calendar.

Use Activity Sheet forclassification by color.

Suggestions for helping childdevelop concept of time.

Take child for a walk.Explore the outdoors,handling objects.

Experiment with magnet.

Parent is encouraged to readto child, get library books,discuss stories with child.Child tells stories.

Put puzzle together.

Activity with letter s --find ob-jects in room, the names ofwhich begin with the sound of s.

Encourage the parent to helpchild find his birthday on thecalendar. Bring calendar if oneis not available in home.

Classify different objects bycolor. Extend to classificationby size and shape.

Activity with play clock. Child_manipulates clock --- reinforcingimportance of child's handling'and manipulating objects.

Go for walk with child and par-ent and/or others in the home.Encourage child to observe,touch; ask questions, talk,collect.

Experiment with magnet--discover.

Activity--story is begun, childfinishes it. Leave books inthe home.

Make a puzzle; put it together.

7. Location of Homes--Surroundings, Terrain, Climate

Mostof the home visitor activities are much the same regardlessof where the home is locatedin a rural area, the inner city,

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the suburbs, or a small town--and regardless of terrain or cli-mate. Other activities are influenced by these factors. Forexample, if a child has been reading a story about snow andice, it might be suggested that the home visitor in a southernarea use frosty accumulations and ice from a freezer to helpthe child get some knowledge about snow and ice, while thehome visitor from a colder climate would not have to resort tothis, but could use the immediate natural environment.

The important thing to remember is that, whenever possible,the resources of the immediate surroundings shoLild be usedfor mc7einc 1 s for Fc7me activities.

Kits for home visitors Each home visitor will have a kit of materials to beused in the homes. (See Appendix F for a list of suggested materials.)

Some of the items on the list will be used much more frequently than others.For example, the seeds (one of the items listed) may be used in connection with onlyone specific program. But the sets of measuring cups and spoons can be used forlessons about seriation, conservation ofnumber, counting, classification, ordinalnumber concepts, serial correspondence, size relationships, spatial arrangement, theuse of language involving polar discrimination, naming of objects, and color recogni-tion. This is only a partial list. The objects used on television in working toward theachievement of these objectives need not be measuring cups and spoons. For instance,the television teacher might use toy cars of different sizes to illustrate seriation, whilethe home visitor could use the measuring cups or spoons in the home to reinforce theconcept being developed.

The home visitor should be encouraged to add items to her kit and to share herideas for their use. Selection of items included in the kit will be guided by the ob-jectives of the program, the content of the curriculum; the resources in the home andsurroundings, and the needs of the children in the program.

Production of mobile classroom lesson plans

Preparation and production of the Mobile Classroom Instructional Guide is aseparate staff-task, and although there may cio responsibilities across allthree medio of delivery, especially by early childhood specialists, it is important toface the tasks initially with clear perceptions of distinctions with regard to purposesand capabilities in each. Correlation, integration, and coordination processes can beeffected better during total team consultation.

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The Mobile Classroom Instructional Guide is prepared for a professional who hasa solid background- y chi ci.-h7;:,1 education. It is a guideline, not a directive.Goals, activities, and materials are suggested but not prescribed. Decisions regard-ing the actual operation in the mobile classroom are the teacher's, within the frame-work of the philosophy and objectives set forth in the total program. What the teacherdoes in the classroom is related to what is being done in the television and home visi-tation components of the program. If an agency conducting this program uses atraveling teacher who meets the children at stationary sites, guidelines would be thesame as those for the mobile classroom teacher.

Goals of the children's classroom experiences The mobile classroom com-ponent of the Home-Oriented Preschool Education Program supplements the televisionand home visitor components in the task of meeting the program objectives. It addsa dimension to the program which the other components cannot provide - -the develop-ment of certain social skills, the acquisition of which is dependent on a child'sinteraction with his peers.

An instructional guide which includes suggested goals is sent to the teacher eachweek. These goals are keyed to the objectives of the television lessons for the week.They are, however, oriented toward the child as a member of a group as well as 'towardthe child as an individual. The teacher may choose to use any or all of the suggestedgoals, depending on the needs of the particular group of children.

Much emphasis is placed on activities which involve interaction among children.Such goals are working with others, sharing materials, group planning, sharing ideasand opinions, playing games requiring more than one participant, group singing, andgroup projects are included. Attention is given to development of social skills in-volving consideration for others -- taking turns, listening, recognizing accomplishmentsof others, basic courtesy in word and deed, and cooperation.

Many of the goals are essentially the same as the goals of the paraprofessionalin the home, but they take on new dimensions in a group setting. For example, anobjective may be the care of the surroundings. In the home this might consist ofthe child's picking up his toys or hanging up his clothes; while, in the classroom doingthe same tasks would generally include cooperation with the child's peers and agreater sense of responsibility on-his part. A child listening to a story at home reactsto the story and the teller; while in a group situation the actions and attitudes of therest of the audience impinge on the transaction between the storyteller and theindividual listener, making the goal social as well as affective. The child engagesin dramatic play both in the classroom and at home. In the home this play may besolitary, or with another member of the Family. In the classroom, dramatization ismore likely to involve cooperative efFort, and so the goals are expanded -- planningmay enter in, accommodation to others will have to be made, there will be decisionsto make.

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A sample Mobile Classroom Instructional Guide* identifying goals is found inAppendix C. Listed oppre-1V. esejc;:arauggested activities and materials.

Activities for attainment, of goals Each goal listed on the Mobile Class-room Instructional Guide is accompanied by a suggested activity (or active

cases materials are also listed. Group and individual activities are included--both indoor and outdoor. The chokes made by the teacher as to which activitiesare to be used will be influenced by the type of facility provided (e.g., mobileclassroom, large or small room at a stationary site), the equipment and materialsavailable, the location of the site (urban, rural, etc.), the number of childrenin the group and their ages, and the backgroundi and experience the childrenbring with them.

Even as the classroom goals emphasize development of social skills, socially-oriented activities are predominant among those activities suggested.

Following are a Few helpful reminders for preparing classroom activities forpreschool children.

The child must have the opportunity to talk--sharingexperiences and information; communicating his needsand wishes; reacting to stories and poems, to art ex-periences, to music, and to other people; askingquestions; dramatizing; solving problems; and partici-pating in innumerable other activities. The gods forsuch activities are much broader than language develop-ment; they also encompass affect, cognition, psychomotorskills, and social skills.

Creative activities have a high priority whether they bein the area of language, music, the graphic and plasticarts, crafts, or the lively arts (which should includecreative movement and pantomime, as well as dramatiza-tion which also incorporates language).

Activities are planned in which the environment--bothneutral and man-made--is utilized.,. The need for thechild to observe and handle obiects, develop sensorydiscrimination and 'acuity, and generally interact with theenvironment is stressed. The child is encouraged to findclues to occupants of the environment not encountered andto events not experienced, e.g., bird's nests, animal tracks,puddles indicating that it hc; been raining--clues whichcommunicate without words. The child must have the free-dom to think. The opportunity for exploration and discoveryis essential. -

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Psychomotor development is intrinsic to many of the activi-ties discussed up to this point. However, the importanceof motor octivity, involving both gross movement and finemotor skills should be stressed lest it be overlooked. For

- example, the child must have developed o certoin amountof muscular coordination, for instance, before he can engageodequmely in games requiring motor skills; he must be obleto hond le a brush before he can point o picture; he must beoble to coordinate his hond movements before he con creoteo structure. His development of motor skills contributes tothe development of o positive self-image.

in summary, the child must hove the opportunity to interact with the environ-ment--observing, listening, smelling, tosting, and touching--using all his senses.He must be free to explore and discover. He must have experience in social inter-action--communicating verbolly and nonverbolly, resolving conflicts, plonning,accommodating to the needs and wishes of others. He must be respected os anindividual. If he is accorded all of these opportunities and considerations, he willbe developing self-respect, self-direction, self-discipline, and the ability to copewith his environment--physical and social. The teacher in the mobile classroom,through careful choice of activities, can help the child with these first steps.

Feedback from the mobile classroom teacher The Mobile ClassroomInstructional Guide includes o section !'or the teacher to record an evc7r77ua of thelesson meeting the needs of the children. Comments and suggestions are in-vited. Only through cooperative effort on the part of the Materials Production Teamand the clossroom teacher will o curriculum be designed which best meets the needsof the children in the program.

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'.. ..1.

1'1

Communications-Quality Control System

The Materials Production Team is charged with the responsibility of directingthe planning and production of all materials for the Home-Oriented Preschool Educa-tion Program. The Field Team uses these materials as the basis for their interactionwith the children and parents. Each item selected for inclusion in either the televisionlesson, the Parent? Guide, Home Visitor's Activities, or the Mobile ClassroomInstructionale is based on the predetermined set of goals and objectives as out-inecrCurriculum Planning Guide. In other words, the Materials Production

Team has avai alr3recaccount of the results of five years of development to use asa basis for content selection. A key factor in the continuous successful operationof this program is the ongoing production of quality materials. How is quality to bemaintained; and through what processes will the production of quality materials be.facilitated are questions which must be answered to ensure that a gap does not existbetween what is known and what is being implemented.

Positive educational change will require vastly improved systems of qualitycontrol, but traditional procedures in most educational enterprises have assignedthe performer the major responsibility for evaluating the quality of his own perfor-mance. In the Home-Oriented Preschool Education Program, the differentiated rolesof all those adults who have impact upon the child--materials production staff, mobileclassroom teacher, aide, home visitor, and parent--make it possible to assure a newdegree of quality control which is not based on self-judgment.

The communication-quality control system to be incorporated as a part of theHOPE implementation process is designed to maximize program effectiveness--theimpact on the child and parent. This system is a part of both staff personnel andparent training, and each team member has specified responsibilities for the exchangeof data upon which the continuous program development will be based. (See

Personnel Training Guide.)

Built into this system is the additional capability for linkage between the homeenvironment and the Formal instruction of the mobile classroom. The home visitor,as a liaison agent between the two, provides input both into the plans For classroomactivities From her home contacts and into the home From the classroom.

A major lack in traditional procedures has been in the incorporation of educa-tional research Into classroom usage. The early childhood curriculum specialistsin the Materials Production Team, however, can channel the most recent researchfindings into both the classroom and home through their continuing production of Freshmaterials for teacher, home visitor, parents, and children.

Additionally, information can be generated From the operational level whichcan be used as input for the planning process. Questions such as the following canbe generated in the production center and answered through data collected in thefield operation:

What types of questions and techniques of questioning are mosteffective in eliciting verbal responses?

What is the optimum number of questions that should be asked ina given time interval, given a specific purpose?

What types of music and songs are most effective in gettingviewers to dance and sing?

What techniques are most likely to get viewers to recognize thesounds of letters in words and to acquire given cognitive skills?

What camera techniques, types of animation, and method of mono-logue are best in eliciting the desired effect on the viewer?

What are the optimum lengths of various activities in terms ofachieving given objectives?

What types of stories should be used and what types of presenta-tions are most effective in maintaining interest?

It is the responsibility of the management of the Materials Production Team toestablish the arrangements for implementing the communication-quality control systemfrom the Field Team(s) to the materials production operation. This system representsa continuing management requirement throughout the operational life of the MaterialsProduction Team with the field coordinator being responsible for system operations.(See field coordinator's job description, page 60.) Management of the system becomesintegrally related to the bask materials production tasks. The purpose of this sectionis to present the model depicting the process through which the Materials Production

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l

Team will receive information from the field operation, project techniques to be usedin collecting information and describe how the Materials Production Team will use theinformation .

The Curriculum Planning Guide presents in detail the broad goals of the program,selection of program objectives, ectives for children, and objectives for parents.Therefore, the Curriculum Plannir±Guide, as well as this document, will be the basisof content selection Materials Production Team. These curriculum specialistswill produce materials based on the goals and objectives. The materials then will bepresented via television, home visitors, and mobile classrooms to children in or neartheir homes. This team then secures feedback from the children and their parents asadditional input for further planning. This model illustrates the flow of this process.

MaterialsProduction

Team

iI

1

1

- -Inter_

Feedback..... - .... -.. ...- - - .

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For the Materials Production Team to have a basis for content additions, dele-tions, or revisions, it is necessary to collect feedback from each of the three com-ponents: (1) the daily television program and related materials, (2) the home visitors,and (3) the mobile classroom. These techniques are described in the followingsections.

Biweekly quizzes

The Materials Production Team is responsible for selecting the objectives to bepresented on the television programs and in the materials taken into the homes by thehome visitors. The objectives for each week are divided into (1) orienting and attend-ing skills, (2) cognitive, (3) language, '4) psychomotor activity, and (5) affect.Every two weeks the field coordinator selects a sample of these objectives and createsa short quiz. The home visitors administer this quiz to a representative sample ofeight to ten children each. Membership in the sample is changed every two weeks sothat all subjects in the program take about the same number of quizzes dur:ng theyear.

The field coordinator compiles the data and interprets the results when thequizzes are returned five days later. The sample is broken down into groups accordingto age and sex. The percentages of subjects in each group answering each itemcorrectly are sent to the Materials Production Team along with any special relationshipsor misconceptions that the field director may notice.

The members of the Materials Production Team use this information to assist themin making decisions regarding what should be emphasized, reviewed, or presented ina different manner in future programs and sets of materials. Samples of these biweeklyquizzes and interpretations are presented in Appendix A.

Measurement of viewer behavior

The underlying philosophy of instruction in the HOPE Program entails stimulationof the subjects' curiosity and awareness and active participation by the child in thelearning process. Active participation by the learner is the most difficult task of thetelevision component.

The television programs should focus around the television personality who, asa friend of the viewers, has experiences and does things which viewers often do at thesome time in their homes. The activities are designed to foster a strong, personalrelationship between the on-camera teacher and the children. This and the tendency

>7of preschool children to react overtly during the TV broadcast make R possible to use

s 'a systematic observational system to evaluate the effect of each program on the viewers.

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The categories of this system and the bask ground rules are presented in the nextsection.

Observing viewer behavior

Bask to drawing sound judgments about what viewer behavior indicates is away of observing and noting that behavior. These are the categories used with thecode sheet in Appendix A:

1. Physically Responds to Suggestions, Directions, or Questions:The viewer dances, paints, or moves as suggested or directedby the television teacher or shakes his head yes or no to aquestion.

2. Verbally Responds to Suggestions, Directions, or Questions:The viewer responds by saying something; repeating a poem,word, or letter; answers yes or no.

3. No Response to Suggestions, Directions, or Questions: Theviewer does not comply 0.4i requested by the television teachereither physically or verbally.

4. Verbal Enthusiasm: The viewer says something that indicateshe is excited about something in the program. This can be asound of glee as well as an intelligible word.

5. Nonverbal Enthusiasm: Physical motions such as the clappingof hands that indicate the viewer is excited about somethingin the program.

6. Verbal Indication of a. Negative Reaction: The viewer yawnsaloud, says words or makes sounds that indicate disgust, bore-dom, or a negative feeling about the program.

7. Nonverbal Indication 6f a Ne ative Reaction: The viewerooks away from t e to evision screen, leaves the loon., playswith 'a toy, or engages in other actions indicating disgust,boredom, or a negative reaction to the program.

Observers should follow theie ground rules:

Whenever verbal or nonverbal behavior occur simultaneously,the tally is placed in the verbal category.

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When the on-camera teacher requests the viewer to engage ina sequence of behavior or say a sequence of words or letters,doing the whole sequence results in only one tally.

When the observer is not sure the on-camera teacher has re-'quested an overt response, no tally is' made in the first threecategories. If, despite the vagueness of the teacher's remarkthe viewer responds, this behavior is coded in category 4 orcategory 5.

The observer initially encourages the viewer to watch the pro-gram but does not coerce the child. However, despite theactions of the viewer, the observer watches the whole programand gives the impression of being very interested in it.

The home visitor watches the television program with a different child each day.A different child is observed each day so that over a period of time a representativesample is obtained. As unobtrusively as possible, each home visitor codes the behaviorof the child being observed, using the code sheet included in Appendix A.

The code sheets for each day are compiled to form one matrix that is interpreted.The following information can be found for each five-minute interval as well as forthe program as a whole:

the proportion of questions, suggestions, and directionsthat elicited a verbal or nonverbal response from theviewer

the proportion of unelicited positive behavior to unelicitednegative behavior of the viewers

the average number of acts of unelicited positive behavior

the proportion of time spent by the viewer with his eyeson the television screen

This information is' used by both the field director and the Materials ProductionTeam to improve the program. It must be remembered that the data are taken fromobserving only a small number of viewers of each television program. Thus, conclusionscannot be drawn from one observation. However, when a particular programmingtechnique which occupies most of a five-minute interval is used on several occasionsand that interval of time consistently rates high or low on one of the calculated vari-ables, a decision regarding its continued use can be objectively and reliably made.

In addition to the child observational code sheet for the television lessons,the home visitor regularly completes several feedback information forms which indi-cate parent and child use (and reaction to) the mobile classroom and home visitorphases of the program.

To establish the relationship between the desired and actual results of a tele-vision program, it is necessary to establish a profile for each program. This may bedone by having written scripts of each program broken into five-minute segments andpreparing a description of what is taking place during each segment, Recording thenumber of questions, su§gestions, and directions state,1 by the on-camera teachermakes it possible to check coder reliability. The total of the tallies in the firstthree columns of the observational code sheet should be equal for all observers. Tothe extent that variations occur, inter-observer reliability falls.

The observational system could be used to pretest various techniques before theyore incorporated into a program, However, this probably would necessitate bringingchildren into a viewing room and performing an activity several ways, Appendix Aincludes a sample observational code sheet and an interpretation of one week's data.

i

Other measures

Student and parent attitudes can be measured using any of several questionnairesthat are currently available or by creating a questionnaire that is more efficient andrelevant to the program and its population. Changes in the way parents interact withtheir children may be a more important objective to measure. One way these changescould be measured would involve identifying verbal characteristics deemed importantand developing an observational system. A parent and her child would then be askedto work on a task together while a secluded observer recorded their behavior.

One of the goals of the HOPE Program is the stimulation of curiosity in childrenthrough the use of intrinsic rewards and attractive learning devices.

Both directly and through their parents, children are encouraged to becomecurious and flexible learners with the initiative to engage in learning tasks on theirown. One technique which can bi; used to measure curiosity follows:

The child's mother is instructed to accompany the child into aroom and remain there with him For 15 minutes. She is to tell thechild that he can play with anything 'in the room he wishes. Fromthat point on, the parent remains seated quietly in a chair near thedoor. She is instructed not to prompt the child to play with anythingin particular.

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r

The mom contains a device that is foreign to the experience ofthe children as well as several familiar objects including a toy truck,coloring books and crayons, blocks, and dolls. A partition with aone-way mirror secludes an observer who uses an eight-category sys-tem to record each child's behavior. The degree of curiosity is opera-tionally defined as the proportion of the total time spent experimentingwith the unfamiliar object, so two categories would be sufficient. Butin order to gather additional information and to improve the measure-ment technique, eight categories of behavior are used, with the codermaking a decision approximately every three seconds.

The first five categories used in this exercise apply to the unfamiliar device andindicate which of its parts are being manipulated. Category six indicates that thechild is playing with familiar objects, while category seven indicates that the childis staying next to his mother. The last category is a catchall and used to indicatethat the child is not active. It also is used on the rare occasions when the observeris unable to make 'a decision_using any of the other categories.

The curiosity categories used in this observational system are:

Experimenting With the Device

Code No. Category

1 Manipulating any of the five dimmer switches which con-trol three neon and argon bulbs and two incandescentbulbs

2 Turning cranks to rotate either of the two black and whitedisks

3 Manipulating the electronic metronome

4 Making noises to activate the sound sensitive lampe

5 Manipulating the ball on the ramp

Nonexperimenting Activities

6 Playing with the blocks, crayons, dolls, toy truck, orcoloring books

7 Staying with parent--usually for security reasons

8 Pondering what to do next or no activity; coder can-not make decision using the other categories

52

The amount of curiosity demonstrated is defined as the proportion of time spentplaying with the unfamiliar device. This value is found by dividing the total oftallies in categories 1, 2, 3, 4, and 5 by the grand total and multiplying by 100 toget a percent.

The device used to stimulate the children's curiosity in the field test was abrightly colored box about 4 feet long, 18 inches wide, and 10 inches high. Threeneon and argon flickering bulbs and two green incandescent bulbs were enclosed byclear plastic at ane end and could be controlled by the knobs of five dimmer switches.On each of the long sidesof the box was mounted a hand-cranked drill which, whencranked, caused a disk with black and white patterns to rotate. The operator wouldsee different colors, depending on the speed and direction of rotation of thedisc.Midway back on top of the box was an electronic metronome with a knob whichcontrolled the frequency of the beat and another knob which controlled loudness.Behind the metronome was a large globe lamp which glowed with a brightness andduration corresponding to the loudness and duration of the sound reaching it. Aninclined plane beside the lamp had a steel ball suspended near the top. BeCause ofconcealed magnets, the ball did not rolldown but moved in figure eights when pushedgently. A person with imagination and a little expertise with tools could constructa similar "curiosity tester." _

Standardized tests

It is the responsibility of the local school district(s) or the governing agencyto determine the standardized testing program. The test data that is generated atthe operational level is useful to the Materials Production Team in making program-matic decisions. The following information pertaining to standardized tests is pre-sented for the purpose of providing the local governing agency a frame of referencefor making decisions in the area of testing.

The primary criterion for test selection is the accurate, reliable measurementof objectives deemed important. The Appalachia Preschool Test is designed to measuremany of the objectives originally incorporated intc7heFireschool program. A cri-terion referenced test such as this will provide the most direct evidence of theeffectiveness of the program in maching stated objectives. As other objectives areemphasized, the test may be modified to incorporate new objectives or to discardold ones. .

The Illinois Test of Psycholinguistic Abilities is a satisfactory instrument formeasuring i;ri.,age development. In addition, it has the advantage of being astandardized test with national norms. Thus.it allows one to compare the languagedevelopment of the subjects in this program with subjects in other types of programsin other parts of the country.

53

The Marianne Frostig Developmental Test of Visual Perception is a satisfactory,standardized test for measuring growth in motor coordination and perceptual learningtasks.

The Peabody Picture Vocabulary Test is a quick and easy test to administer togain some idea of theTne lectual development of subjects and is especially usefulas a covariate. Care should be taken in its administration to avoid "cueing" the childbeing tested.

Sample size It is recommended that as large a sample as possible is desirable.First, the parents of 3-, 4-, and 5-year-old children tend to 'be quite mobile. Theyare more likely to move in search of a better job or housing than parents of olderchildren. Second, reliability of measurement is a problem with this age group. Oneway to solve this problem is to increase sample size to allow random error of measure-ment to diminish as a factor.

Training testers Another method of increasing reliability is to standardizethe testing procedure. The testers should be trained to administer these tests usingchildren of the same age group as much as possible during the learning process. Itmay be advantageous to hire a psychologist to help train them if the Field Teamdirector or other staff members is not a trained psychometrician. While the testersare administering the tests to children during the training, the trainer and the fielddirector should carefully observe their actions For habits which may give children cuesor upset them.

Testing procedures One tester should accompany each home visitor to thehomes. She should be introduced to the child to be tested by her first name, just asthe home visitor introduces herself to the child. Depending on the amount of testingto be done, the age and intelligence of the child, and his disposition, the tester mayhave to make several trips to a home to complete the testing. The testing shouldtake place in a congenial atmosphere. Children should not be pushed to continue thetesting when they do not wish to. Every effort should be made to make the testingexciting and intrinsically rewarding to the child. However, if a tester is unable toaccomplish her goal after three trips to the same home, it would probably be best tosubstitute another tester or find another subject.

The home visitor should attempt to occupy the mother and any other membersof the family who may be present in another room. This period often presents a con-venient period for the visitor to work with the mother. If it is impossible for the testerand the child to work alone in a room, the home visitor attempts, in a friendly manner,to discourage prompting, statements, or noises that will affect the child's performanceor attitude. Testers frequently find themselves working on a porch, in the back yard,a child's favorite spot in a field, or by a creek. Although these varied testingsitu-ations may affect reliability somewhat, they provide a better testing situation thanis frequently encountered in living rooms with parents present. The ego involvementof parents in the performance of their child creates considerable tension and pressure

, 54

that is sensed by the child being tested and may result in him withdrawing from thesituation and refusing ta ever finish the test.

when to test The pretesting should take place about two weeks after theprogram has begun so the subjects become familiar with outsiders asking them questionsand doing things with them. The post testing should take place near the close of theprogram, but, if possible, before older children are an vacation from their schools.The presence of older siblings in the home greatly adds to the problems the testerfaces and should be avoided if possible.

Testing at the field office Certain kinds of testing are best done in astandardized setting. Measuring a child's "urge to learn," or "social skills" whichmay require special_ equipment or a group environment will require such a setting.Appendix A includes an example of a farm letter that is addressed and filled ocitbefore being sent to the parents of each child to be tested at a field office.

The above measurement techniques are "one shot affairs." A child should bemeasured only once, otherwise his familiarity with the testing "situation confoundsthe analysis. If a pre and post measurement is desired, a random sample should beselected for each testing so that no child is tested twice. A statistical consultantcan help find ways to hold any relevant differences constant between the two groups.

QuoHt ionnairos In gathering socio-economic data and other routine types ofinformation, questionnaires are useful. However, they are usually unreliable inattempting to determine true parental attitudes toward the program or in measuringchanges in attitude toward helping their children learn. Appendix A presents anexample of a covering letter and a brief questionnaire. It may be necessary to havethe home visitors follow up on parents who do not send questionnaire back. A higherrate of response is likely if questionnaires requiring personal information are eitherreturned to someone in authority by mail or in.sealed envelopes if retrieved by homevisitors.

Processing the data Secretaries, a few of the testers, or college studentscan be trained to score the tests and summarize the data. It may be advantageous tohire ci consultant for a day to suggest the best way to organize the data for lateranalyses. If this is being done at a particular computer center, the consultant shouldhave experience in using those facilities. It would also be advisable ta have himprocess the data and make informal comments on the results. Such a person often hasinsights about the results that might otherwise go unnoticed. He can also suggest andconduct further analyses that may be needed.

Using the results Pretest The summarization of the pretest data will providereliable indications of the strengths and weaknesses of the children being served by theprogram. Averages for each of the subtests and certain groups of items as well asaverages on total tests can be determined for the sample as a whole and for grcu ps of

55

children with similar characteristics. These groups should include age, sex, ethnicgroup, extent of isolation, and any other socio - economic factors that may be relevant.

Once these strengths and weaknesses have been identified, they can be com-pared with the emphasis placed on those areas by the program. Weaknesses in areasnot emphasized by the program will require the addition of activities by either theMaterials Production Team or the curriculum specialist in the field office. Theseactivities would supplement scheduled activities to provide additional learningexperiences to groups of children who have the identified' deficiencies. This maymerely result in the home visitors spending more time with certain children or encour-aging certain children to verbalize their ideas more frequently. It may mean thatmore activities involving hand-eye coordination will be incorporated into the scheduleof activities.

The Field Director should follow these efforts by measuring the effectiveness ofthe program in eliminating these deficiencies on a monthly or bi-monthly basis usingshort quizzes.

Just as deficiencies identified by the pretest indicate the need for more attentionin those areas, the strengths identified may warn of possible boredom. In these areasof strength, the Materials Production Team and/or the curriculum specialist in thefield may need to shift emphasis or devise more challenging activities for certain groupsof children. Instead of working on conservation of number, for example, some childrenmay be ready for addition, subtraction and even multiplication.

Post-test When compared with the pretest data the post-test data will providean indication of student growth in each of the areas measured. Areas of small growthindicate that either the program failed to help children learn or that they did so wellon the pretest that the tests could not show the extent of their growth. When smallgrowth is due to deficiencies in the program, the following year's program can bealtered so its emphasis is on helping children grow in that area. The field coordinatorwill need to translate these results and needs into terminology and examples that arereodily understood by the materials production staff.

Exploring the data The results of the analysis are quite likely to suggestfurther analyses that may provide insights as to how the program can be improved foreither the entire sample or for smaller groups of children. The consultant referred toearlier in this document should be able to suggest, run, and help interpret these typesof analyses.

Cluster analysis is one such technique that could be quite valuable in discoveringrelationships that are not evident in the primary analysis. As the name implies, itclusters individuals according to similarities. One possible cluster might be 5-year-oldboys from a low socio-economic situation who live in more populated areas. It may bethot their verbal and physical activities subconsciously repel! the home visitors,

56

resulting in a relationship that is less effective in promoting intellectual growth.

The field coordinator and field director jointly must estimate the validity of thehypotheses generated by past hoc analyses and then work with the appropriate personnelto either remedy the situation or, if the outcome is beneficial, encourage its adoptionand use.

In summary, the communication-quality control system will generate informationfrom the field operations, thereby providing the Materials Production Team a basis onwhich to make programmatic decisions. The field director is responsible for implementing,through his staff, the activities of the operational level necessary to generate the infor-mation. (See Field Director's Manual.) The field coordinator will provide directionto the field director in the sysiementation. In such an arrangement the fielddirector functions in a support role to the field coordinator and Materials ProductionTeam in collecting the information essential for program quality control and improve-ment. The field coordinator and Materials Production Team in turn serve in a supportrole to the field operations by using the information as the basis for decisions on contentand technique which will result in improved program lessons, and materials for fhehome-oriented program.

57

)

Hiring the Right PeopleThe work described in the previous sections of this document need not follow rigid

patterns. Certain abilities are necessary to carry out the tasks, but the combinations ofabilities will vary from staff to staff. A minimum staff of 11 is recommended for aMoterials Production Team: production center director, field coordinator, producer-director, on-camera teacher, two curriculum specialists, media specialist, artist-photographer, production assistant, and two secretaries.

Production center director

Qualifications The production center director should have credentials beyondthe master's degree, with either an undergraduate or a graduate degree (or equivalentcourse wark) in early childhood education (early elementary education, kindergarten-primary) as well as background in curriculum development. Some training and experiencein educational research and evaluation is desirable'. Experience in working with tele-vision is also desirable but not necessary.

.1

Job Description The production center director is directly responsible to thegoverning agency of the center. This person is the administrator of the program staff whichis preparing the curriculum materials for the television lessons and far the home visitors,preparing guides for the mobile classroom component, and producing the televisionlessons.

1

The production center director assists with and coordinates preparation of curriculummaterialsprogram objectives, themes, home materials for parents and children, homevisitor materials, mobile classroom materials. The center director works closely withthe producer-director, acting as consultant and advisor regarding the content and pre-sentatie,n of the television lessons and is responsible for any final decisions which mustbe wide about the preparation and production of the curriculum materials and thetelevision lessons. -

Field coordinator

Qualifications The field coordinator should hove ot least a master's degreewith evaluation and test construction and administration as o field of concentrationot either the undergraduate or graduate level. The coordinator should hove had basicadministrative experience since o major responsibility is the coordination of the MaterialsProduction Center resources with the needs of the Field Team. In this role as an extensionof the director of the Materials Production Team the coordinator needs to study the fieldof early childhood education in order to understand goals of the lessons and be able tomake sound programmatic judgments related to instrument construction and data onalysis.

Job Description The field coordinator is responsible for coordinating theMaterials Protiuction Team operation with the Field Team(s) through implementing thecommunication-quality control system. The coordinator will be responsible to and assistthe director of the Materials Production Center in identifying the sites for Field Teamoperations and the local contact person, verifying that the Field Team is established andengaged in sufficient orientation and preparation for conducting the program, establishingo schedule and means of materials delivery that will meet the needs of the Field Team,establishing the arrangements for the feedback system from Field Team to MaterialsProduction Team. Within the Materials Production Team the field coordinator will assistthe director in identifying appropriate information to be collected as o port of thecommunications-quality control system, prepare fortes for the collection of the infor-mation, arrange for reporting the information to the Materials Production Center, andestablish a system for input of the data to the materials preparation cycle of the MaterialsProduction Team.

Producer-director

Qualifications The producer-director should have o master's degree, with tele-vision production as o field of concentration ot either the undergraduate or graduatelevel. This person should hove hod experience producing and directing television programsand be sufficiently familiar with basic techniques of film production to supervise prep-aration of film footage. The producer-director must not only be master of the medium

60

but also must be able to meet emergencies calmly; to work well with others; and, finally,to inspire confidence in his colleagues. Understanding of growth and developmentand of teaming and instruction is necessary. If the producer-director has no earlychildhood education background, it will be necessary to do some concentrated studyin the field to understand goals of the lessons and be able to make sound programmaticjudgments.

Job Description The producer-director is responsible for putting the programtogether and ensuring that it is good theater. The producer-director (1) consults with thecenter director and other members of the Materials Production Team concerning the suit-ability of the presentation for the age level of target audiences; (2) produces and dirtictsthe lessons and is in charge of the studio technical staff, on-camera talent, and floor.manager during production; (3) arranges for scheduling visiting talent; (4) maintains

'liaison with studio personnel; and (5) is responsible for arrangement of the sets and forrehearsals--both on and off location.

The producer-director also works closely with the artist-photographer and isresponsible for making sure that a film sequence is shot well in advance of the date onwhici. the sequence will be used. The producer-director supervises the preparation ofthe sequence for program use, prepares advance recordings for the progran-s, knows howand when to use special effects, and uses them. The producer-director coordinates allthe production elements of the televised program, ties them into a consistent and effectivewhole, makes a determination about the technical quality of the finished program (on tape),and confirms its release for broadcast.

On camera teacherQualifications The on-camera teacher must have a bachelor's degree with

background work in child development, theory of instruction and teaming, earlychildhood education, and theater or television. On-camera experience in televisionas well as experience working with children of preschool age is necessary. The teacherwill also need to have some understanding of production problems and be a competentwriter, since he may help write scripts. The on-camera teacher must be able toproject warmth, empathy, integrity, vitality, enthusiasm, and sincerity. This personmust not only be able to relate to young children but also have respect for and genuineinterest in them.

Job Description The on-camera teacher participates in initial planningsessions with the other members of the Materials Production Team. The teacher is involvedin developing and writing individual television scripts, each based upon the objectivesfor a given lesson and consonant with the themes of the lesson. The teacher Gape:ars oncamera as the major personality in the daily television lessons. Before the actual production

61

the on-camera teacher confers with the producer-director abaut the lesson to be produced- -about the blocked-out script, the cues, and the myriad details which are a part of anytelevision production. He participates in rehearsals, both on and off location. And hecontributes to a critique of each television lesson between rehearsal and final taping.

Curriculum specialists (2)

Qualifications Each curriculum specialist must have an undergraduate or agroduate degree in early childhood educotion (early elementary education, kindergarten-primary) and background in curriculum development. Each must also have had experi-ence teaching young children (3 to 5 years old). Each should be able to write well.

Job Description The curriculum specialists participate in initial planning sessionsfor the tO,vision lessons and supporting materials. With assistance from the center direc-tor and other production team members, they develop themes and choose specific objec-tives for each television lesson. They are also involved in the choice of activities forthe daily television lessons. They may be called upon to write scripts or parts of scripts.The curriculum specialists develop and prepare, with the assistance of the artist-photographer, coordinated graphic materials (which include written materials, pictures,maps, and so on) for use by the home visitors and by the children and their parents.They al..o provide a list of suggested weekly' objectives For the mobile cla:sroom teacher.The curriculum specialists and the center director analyze the effectiveness of the con-tent and technique of all program companents on the basis of feedback information toother members of the Materials Production Team to assist in planning for future lessons.Finally, they participate in a critique of television lessons following rehears& andbefore final taping.

Media specialist

Qualifications The kstructional media specialist should have a bachelor'sdegree and training and experience in drama, including puppet theater; in audio-visual media; and in the fine arts, with special emphasis on music. The specialistshould also have background in child development and in theory of instruction andlearning. Experience in working with children is desirable, but not necessary.

Job Description The instructional media specialist participates in team planningsessions and pays particular attention to the development of high-interest media tech-niques and materi, als. Emphasis will be on coordination of drarm, music, and other fine

62

orts within the curriculum. The media specialist works closely with other team membersto develop these elements and make them integrol to the television lesson, home visitoractivities, and mobile clossroom events. if puppet segments are included in the lessons,the specialist develops, assists in the preparation of, and performs in these segments.At times this person may also write scripts for program segments; for example, puppetdramas.

The media specialist must also take part in the appraisal of the television lessonbetween rehearsal and final taping.

Graphic arti st-phatagrapher

Quail fications The graphic artist-photographer must be o skilled draftsman withimagination and an eye for color and design. This person must be handy with tools andbe a competent movie and still photographer. The graphic specialist needs to be ableto maintain and repair photographic equipment. Some experience in television is desirable,but not necessary. A college education is not required, but some college work, includingbackground in how children learn, would be helpful.

Joh Description The graphic artist-photographer participates in team planningsessions, particularly when art and film requirements are under consideration. This persondoes graphics for the television lesson and curriculum materials, consulting with the appro-priate person(s)--usually the media specialist or curriculum materials specialist and theproducer-director. After plans for films have been made with the Materials ProductionTeam, the graphic artist implements the film requirements (still and motion pictures) forthe television lessons and for use with the children.

These films should be directed by the producer-director if possible. When theproducer-director is unavailable, the program director or a curriculum specialist shouldbe available during filming to advise on content and educational focus when the Rimmaker must serve as his own director. (This is crucial because the person responsiblefor filming is often unable to make adequate curricular/educational judgments.) Theartist-photographer maintains and repairs photographic equipment and keeps an art andphoto inventory. Under the direction of the producer-director and with the help of theproduction assistant, this person secures all necessary properties and materials for usein the television lesson.

The artist-photographer may also help construct puppets designed by the mediaspecialist and construct.sets.

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Production assistant

Qualifications The production assistant should have had some experience work-ing with television. This is essential if he is to act as floor manager. Experience inphotography would also be an asset. Skill at sketching and lettering would be quitehelpful but not a requirement.

Job Description The production assistant helps the producer-director set upthe studio for production. He is available for sundry tasks, serving as an extra pair ofhands for the producer-director. If he has the necessary background, he acts as floormanager during production of the television lessons. (The floor manager may be amember of the studio technical staff if the production assistant does not have therequired competence.)

He assists the artist-photographer in securing all necessary properties and mater-ials for the television lesson. He also works with the artist-photographer on productionof props, sets, and films.

Secretaries

Qualifications The bask requirements for the secretaries will be those skillsgenerally required of secretaries: competence in spelling, using the English language,typing, shorthand, using the dictaphone, filing, record keeping, and general officework as well as the ability and desire to work well with others. These secretaries willalso be able to meet the public. They will have to be more versatile than is generallyexpected, since unusual deMands related to the production of television lessons will bemade on them.

Job Description The secretaries will attend to usual secretarial duties:answering telephones; making appointments; acting as receptionist; typing letters,reports, and memoranda; filing; and keeping records. Some of their unusual dutiesmight include: manipulating puppets, providing voices for a puppet segment, flippingcards for a television camera sequence, assisting the floor manager, helping withcostumes, and securing props.

Other staffing considerations

Versatility on the part of all staff members is obviously an asset, if not a necessity.Voices of several people will be needed' on a regular bath for the puppet segments.Staff members will be visitors on the program from time to time. Emergencies will occurwhich may require a staff member to perform tasks which are not included in his

64

job description. Job descriptions for each individual will depend on skills of avail-able personnel and on needs dictated by the nature and content of program. Regardlessof job descriptions, an essential qualification for each staff member is the ability towark well with others.

The production schedule and/or the nature of the pragrams being produced may besuch that additional staff is required. If so, and if the budget permits, employment ofthe following personnel is recommended, in the order listed: writer(s), an additionalon-camera personality, musicians (part-time), a music specialist, an additional cur-riculum specialist. Instead of a graphic artist-photographer, there might be a graphicartist, a photographer, and a part-time set designer. For a large Materials ProductionCenter serving many Field Teams, several production teams could be organized--tO workindependently, sharing personnel when feasible.

A writer needs a bachelor's degree (or special training and experience in creativewriting and same college work) with some classes in creative writing or the equivalent.He must also have some knowledge of child growth and development and of children'sliterature. He will write television scripts and stories. He will also meet with othermembers of the team far planning.

The qualifications and jab description for an additional on-camera personality willbe essentially the same as those listed for the on-camera teacher.. It is suggested that whenthere are two.major television personalities, both a man and a woman should be employed.

If the production center is in a college or university town, it wauld undoubtedlybe possible to get students as part-time musicians. it is recommended that three or fourpeople with the ability to play different instruments (including piano) and to sing beengaged to provide musk as needed for lessons. This music would supplement recordingschasen by the media specialist. The musicians would be responsible to the media specialist(or to the music specialist, should there be one on the staff).

The music specialist will have a bact;elar's degree with a musk education major(ar equivalent). He must have had experience working with yaung children. He willrelieve the media specialist of the responsibility for providing music far the televisionlessons.

..

The additional curriculum specialist would share the responsibilities of thosecurriculum specialists already on the staff.

If there were bath o graphic artist and a photographer, they would share therespective duties outlined for the graphic artist-phatographer; and each would bowthe qualifications pertaining to his assignment.

Small staff or larger one, all members of materials preparation and televisionproduction teams must be versatile, talented, and flexible. These qualities and theworking relationships-among the personnel constitute the key to a successful operation.

65

Facility RequirementsA lease arrangement with either a commercial or educational television station is

usually more feasible than the purchase or construction of facilities for the MaterialsProduction Center. Any lease entered into must clearly specify conditions to be met.by the parties involved. Clarification on all major terms of the agreement before pro-duction begins will minimize misunderstandings, contribute to efficient operations forboth staffs, and enable production schedule requirements to be met.

Minimum requirements for the Materials Production Center include the followingprovisions:

Office and Work Space

work space suited to the needs of each employeestorage space for supplies and equipmentan area for group conferencesdarkroom facilities for film processingadequate lighting, heating, cooling, and ventilation

Technical Equipment

at least two camerasone video recorderfilm chainprovision for special effects and electronic editing

Operating Crew

two cameramenane audio engineerane video engineer

Studio

adequate sizesuitable lighting (controllable)at least three permanent sets (e.g., workshop, barn,attic)

Schedule Provisions

fulltime use of office spaceavailability of technical equipment, operating crew, andstudio at regularly scheduled time each production day(a minimum of two hours time for each half-hour production),availability of studio at odd times for set constructionor change, rehearsals without cameras, and other unscheduledactivities.

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Appendix A

s-

SAMPLE QUIZ ONEHome-Oriented Preschool Education Program

NAME AGE SEX GROUP

H.V. DATE

I. Which is different? (See page 2)

2. Why is it (the one picked) different?

3. Which are the same? (See page 2)

4. Is a bee on insect?

5. Is a grasshopper an insect?

6. Is a dog an insect?

7. Does an orchestra make music?

8. Does an orchestra make airplanes?

9. Does on orchestra sell ice cream?

10. Does cot rhyme with rat?

11. Does cat rhyme with dog?

12. Does bone rhyme with tone?

13. What is a neighborhood?

14. What is a squirrel?

10/71

IL

A

A

SAMPLE QUIZ ONE (Page 2)

B

B

C

72

C

D

D

INTERPRETATION OF SAMPLE QUIZ ONE

The following is on example of the interpretation of the sample quiz that a fieldcoordinator might give to the Materials Preparation Team to help them determine whatwould be emphasized, reviewed, or presented in o different manner in future programsand materials.

On this quiz no significant differences appear to exist between the children whoreceived all three components and those who received the home visitor only. There orealso no significant differences between sexes.

One hundred percent of the five year olds answered items 1, 2, and 3 correctlyindicating on adequate understanding of the terms some and different. The overagepercent for the four year olds was 62 percent and 57 percent for the three year olds.

Items 4, 5, and 6 indicate on understanding of the word insect. The average percentresponding correctly was 60 percent for the Five year olds, 55 percent 'for the four yearolds, and 61 percent for the three year olds. These values may be slightly inflatedbecause of the nature of the structure of the questions. It is usually not wise to ask

,Nim 0, ii.i.iiiisiyer-no questions of children this age.

Items 7, 8, and 9 indicate on understanding of the word orchestra. The overagepercent responding correctly was 80 percent for the five year olds, 37 percent for thefour year olds, and 38 percent for the three year olds. 'It would be safe to assume thatthe three and four year olds hove very little understanding of what orchestra means.

Items 10, 11, and 12 refer to the word rhyme. The overage percent respondingcorrectly is 61 percent for the five year olds, 68 percent for the four year olds, and76 percent for the three year olds. Once again, these values for yes-no questions maybe slightly inflated.

Items 13 and 14 were scored according to their ability to describe the two terms. Thepercents for the five year olds are 50 percent for item 13 and 50 percent for item 14.The percents for the four year olds ore 11 percent for item 13 and 22 percent for item 14.The percents for the three year olds are 28 percent for item 13 and 43 percent for item 14.

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NAME

SAMPLE QUIZ TWOHome-Oriented Preschool Education Program

AGE SEX GROUP

H.V. DATE

1. Whot is this? (Hold up o familiar object.)

2. Which tone is higher? (Hum high, then low tone.) OK

3. Which clock is different? (See Page 2)

4. Why is it' (the one picked) different ?'

Wrong

5. Is your house in the shope of o globe? Yes No

6. Is the earth in the shope of o globe? Yes No

7. What do astronauts ride on when going to the moon? Lions? Rockets?

Elephants?

AM.

8. Whot does Potty look of to find out what to use to make cookies? Is it o

recipe, o crescent, or °vibration?

9. Which animal would be hardest to ride? A horse, o cow, or o monkey?

74

SAMPLE QUIZ TWO (Page 2)

A

c

75

INTERPRETATION OF SAMPLE QUIZ TWO

The following is an example of the interpretation of the results of Sample Quiz Twothat a field coordinator might give to the Materiols Preparation Team to help them makedecisions regarding what should be emphasized, reviewed, or presented in a differentmanner in future programs and materials.

The purpose of item 1 is to measure the likelihood of children responding to oquestion using a complete sentence. Sixty percent of the five year olds respondedin complete sentences while 50 percent of the four year olds and 30 percent of thethree year olds did the same. It is difficult to assess what impact the program has ondeveloping this habit; but if it were assumed that it did have a significant effect andthat children learn from example, then port of the problem may be that quite oftenPatty does not speak in complete sentences. At other times she does but emphasizesthe main word or concept of the sentence and the rest becomes little more than amumble.

Item 2 measured the recognition of high and low tones. Eighty percent of thefive year olds, 25 percent of the four year olds, and 60 percent of the three yearolds responded correctly. It could be assumed that the five year olds learned from theprogram to some extent and that the results for the younger subjects represent culturalinfluences rater than differential effects of the program.

Items 3 and 4 refer to same and different using clocks as the cue. The averagecorrect for the five year olds is 75 percent, 70 percent for the four year olds, and60 percent far the three year olds. Evidently, recognizing same and different timeis more diffi cult than doing it with gross shapes.

Items 5 and 6 indicote understanding of the word globe. Seventy-five percentof the' five year olds, 68 percent of the four year olds, and 60 percent of the threeyear olds appeared to understand this term.

Item 7 indicated understanding of the words astronauts and rocket. Eightypercent of the five year olds, 75 percent of the four year olds, and 50 percent ofthe three year aids responded correctly.

Iteml had correct responses from 60 percent of the five year olds, 50 percentof the four year olds, and 20 percent of the three year olds, indicating a poOr under-standing of the words recipe, crescent, and vibration. The most popular incorrectresponse was vibration.

Item 9 was a poor question. Children had logical reasons for picking any ofthe three responses.

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CHILD OBSERVATIONAL CODE SHEETHome-Oriented Preschool Education Program

The columns on the Child Observationol Code Sheet (next page) indi cote thecategories of behavior. This explanation will help the home visitor fill in the codesheet as she observes the child watching the televised lesson. The program is dividedinto time intervals as indicated by the rows. Every time the television teacher makesa suggestion, asks a question, or attempts to elicit a response from the viewer, thehome visitor makes a tally in ode of the first three columns. This tally indicateswhether the viewer responded verbally, nonverbally, or not at all. The remainingfour columns represent viewer behaviors that are not asked for. A tally is modein the appropriate column each time one of these behaviors occurs. To the rightof the matrix ore the numerals 0, 1/4, 1/2, 3/4, and the word Aft. At the endof each five minute interval, circle the figure that most closely represents theamount of time the viewer had his eyes on the television screen. Under remarks,describe unusual circumstances occurring during the program such aP promptingby the mother, a paddling, or anything thot had a significant positive or negativeeiiect on the viewer. In behavioral terms record reactions to specific segments.

77

NAME

CHILD OBSERVATIONAL CODE SHEETHoMe-Oriented Preschool Education Program

AGE SEX GROUP

VISITOR DATE

Ist5min.

2nd 5min.

3rd 5min.

M 4th 5min.

5th 5min.

last 5min.

Remarks:

NonverbalResponse

VerbalResponse No Response

VerbalEnthusiasm

NonverbalEnthusiasm

VerbalNegative

NonverbalNe ative

U

. . '03

,. .(

.

03

'0

r 0

1/4 1/24 All

1/4 1/24 All

1/4 1/2/4 All

1/4 1/2/4 All

1/4 1/2/4 All

1/4 1/2/4 All

Oct. 31

ENTil'JSIASM RATIO1

Nov. 3 Nov. 4 Nov. 5 Nov . 6

1st 5 minutes /CO 36 . 6 ...0 0

/00 ,

100 ,

00 a

0 0 02nd 5 minutes / 0 0 ZO3rd 5 minutes 8 0 02, 774th 5 minutes go 413 Goi 742.

5th 5 minutes /00 00 66 00 , as5 0last 3 minutes /00 00 .zo ,, 00

.....

average forprogram (V (ZO OV Gi.

The large numerals in each cell refer to the Enthusiasm Ratio. The smallnumerals in the lower right hand corner of each cell indicate the average numberof enthusiastic responses during that five minute segment of the program.

The code sheets for each day are compiled to form a matrix such as thisone. Thus specific information for each category of responses can be tabulatedfor each five-minute segment, as well for the program as a whole;

79

INTERPRETATION OF OBSERVATIONAL DATA AN EXAMPLE

The following is an example of the interpretotion of observotionol ate thot afield coordinator might give to the Materials Preparation Team to help then evoluatetelevised lessons. Notice that it is written quite informally and that criticisms andsuggestiom ore n...t mode in CM (11AllOrilatiVe MOMIer. The coordinator makes nopretense that he is either on expert in presenting telev , n shows nor 'hot hedefinitely knows how to improve the program. The name, "Potty" refers to theon- camera teacher.

The values of the ENTHUSIASM RATIO, THE RESPONSE RATIO, and THE NUMBEROF UNELICITED ACTS OF ENTHUSIASM are not as important as the differencebetween volues of 5 minute segments, programs, examples of the use of a particulartechnique in comparison to another technique to achieve similar goals, etc..

You will notice that the highest average values for the RESPONSE RATIO(73%) and the ENTHUSIASM RATIO (93%) were made on the October 31, program"Halloween". The lowest scores for the week were on the November 4, program"What's In A Picture". The first thing you might want to do in analyzing the datais to make a general comparison of the two programs.

The most striking difference between the two programs is that the viewer isvery active during the Holloween program and is essentially passive during the"art" program. It's like the difference between a small seminor type class and alecture type class. In the first, the kids con easily work along with Patty, plusPatty and the others are really having fun throughout the whole program, while inthe second, the atmosphere is pretty calm and there isn't much excitement or activityfor the viewer. One thing you might want to do is to review previous lessons inwhich two or three techniques were used to teach something, e.g., animation vs.Patty vs. combination. You would find 5 minute segmer :s in wgch these activitiestook up most of the time and overage the ratios for each of the 3 techniques andthen compare the results.

Within each program one can look at differences between the 5 minute segmentsin terms of ratio values. For example, during the October 31, program the RESPONSERATIO drops to 41% during the 3rd five minute interval and then rises again duringthe 4th five minute interval. One possible explanation could be that this type ofactivity lasted tao long to keep the viewers deeply involved. Notice that the pro-portion of enthusiastic acts was also lower.

80

Note the enthusiasm ratio for the November 5, program. It is very high in thebeginning and then tapers off to zero (indicating more negative than positive acts).Once again, there can be several reasons which might include the following: Wastoo much time spent doing essentially the same thing? Did the presentation stylechange? You will notice an the transcript of the program that Patty says, "I canhardly wait for the party". Did the children maintain their enthusiasm for awhilein expectation of seeing a Birthday party and then finally realize that they wouldnot see ane? These are the kinds of things one can look for. Over a period of time,you can look at different kinds of animation, close ups, films and narration techniques,types of questions, the use of names of children, the presence of other children onthe show, etc. in terms of their effect on the avert responses of the viewers.

81

FORM LETTER TO REQUEST CHILD PARTICIPATION IN GROUP TESTING

APPALACHIAEducational Laboratory, Inc.

P. O. BOX 1348CHARLESTON, WEST VIRGINIA 25325

The Appalachia Educational laboratory, in an effort to study the work andplay habits of preschool children, will be making videotape recordings of childrenworking together in groups of four. About 85% of the children participating inthe Early Childhood Education Project have been selected for this study. Yourchi Id, was one of those selected.

We would greatly appreciate it if could come to our Beckleyoffice on . The taping session willlast no more than 30 minutes and will involve working with small toys. The studiois carpeted and clean, but we recommend play clothing.

We strongly encourage you to attend with your child and to b .g any brothersor sisters along. Refreshments Will be served. Listed below are 4 alternatives withregard to transportation and attendance. If you should choose to drive yourself,we will pay 1O per mile, round trip plus any tolls. Please circle the alternativebest for you.

1. I choose to drive myself. I will need a map: Yes No

2. 1 choose to ride with my home visitor in her car.

3. I choose to let my child ride to Beckley with my home visitor, butI cannot attend.

4. I prefer that my child not participate.

Laboratory personnel and their occupants are fully insured during all travelrelated to this study. The television tape recordings will be available at a laterdate should parents and children wish to view thew Your cooperation during thisproject is greatly appreciated.

Sincerely,

Dr. Benjamin E. Carmichael, DirectorAppalachia Educational Laboratory

FAMILY RESOURCE SURVEY

The following questions cover areas such as family size, history, and location.Answer each one by circling the number of the answer that most closely describesyou or your family or by filling in the appropriate answer. Be as complete andaccurate as passible in your answers, and keep the completed farm untll you arecontacted by an authorized representative of Appalachia Educational Laboratoryor West Virginia University, or are requested to return it by mail.

1. What size, community do you live in?

1. Farm2. Village (50-250 people)S. Small town (250-2,500 people)4. Town (2,500-25,000 people)5. City (25,000-500,000 people)

2. What relation are you to the child to be tested?

1. Mother2. Father3. Stepmother4. Stepfather5. Grandparent6. Other

3. How old is the child's mother?

1. 20-25 years2. 26-30 years3. 31-35 years4. 36-40 years5. 41-45 years6. 46 years and older

4. What was the last grade of formal schooling completed by the child's mother?

1. 3-4 grade2. 5-6 grade3. 7-8 grade4. 9th grade5. 10-11 grade6. 12th grade7. 3 years ur less of college8. 4 years of college (B.A., B.S.)9. More than 4 years of college (graduate degree obtained)

83

5. What kind of work does the mother do? (Fill in the specific place ofbusiness and type of job.)

6. How old is the child's father?

1. 20-25 years2. 26-30 years3, 31-35 years4. 36 40 years5. 41-45 years6. 46 years and older

7. What is the last grade of school completed by.the child's father?

1, 3-4 grade2. 5-6 grade3. 7-e grade4. 9th grade5. 10-11 grade6. 12th grade7. 3 years or less of college8. 4 years of college (B.A., B.S.)9. More than 4 years of college (graduate degree obtained)

8. What kind of work does the father do? (Fill in the specific type ofwork and the place of business.)

9. How many children live in your home at the present time?

1. One2. Two3. Three4. Four5. Five6. Six and up

84

r

10. What is the approximote range of your yearly family income?

1. Under $1,0002. $1,000 - $2,999

3. $3,000. $4,999

4. $5,000 - $6,999

5. $7,000 - $8,999

6. $9,000 and up

11. As for os housing is concerned, do you:

1. Own your home?2. Rent your home?3. Rent a furnished opartment?4. Rent an unfurnished apartment?5. Live in relative's home?6. Other

12. How many rooms in your home?

1#

1. 3 or less2. 4 rooms3. 5 rooms4. 6 rooms5. 7 rooms6. 8 rooms7. 9 rooms

13. Circle any of the following which you own.

1. Automobile2. Television set3. Rodio4. Color television5. More thon one automboi le6. Boat

HOME VISITOR FEEDBACK INFORMATION FORM

NAME OF CHILD

ADDRESS

DATE

3 yr. old

HOME VISITOR

HOME - ORIENTED PRESCHOOL EDUCATION

TIME

4 yr. old 5 yr. old

1. Did the parent pay attention and willing to u:e the materials and activi-ties you provided? (1) Very much so

(2) Willing but not enthusiastic(3) Indifferent(4) Hostile

II. List the activities and materials you provided on your previous visitwhich the parent and child have used since that time .

III. What changes would the parent make in the past week's TV program?

IV. Have the past week's programs been appropriate to the child's presentlevel of development? (1) Child is more advanced than programming

(2) Programs appropriate(3) Programs too difficult for child

V. How does the parent assess the child's current attitude to visiting themobile classroom: (1) Child looks forward to visit with much

anticipation(2) Child does not express favorable anticipation(3) Child asks not to go, or seems very reticent

VI. What changes has the parent noted in the child's behavior since the pro-gram's beginning?

VII . Hos the TV reception been of good quality all week? Yes NoIf No, how many clays' programs have been missed? For this reason

How many programs missed for other reasons?

86

\

HOME VISITOR FEEDBACK INFORMATION FORM

HOME-ORIENTED PRESCHOOL EDUCATION

Date Program Title 1

Child's Interest, Participationand Comments

87(S%

Appendix B

LETTER TO ACCOMPANY FORM REQUESTING PERMISSIONTO USE COPYRIGHTED MATERIAL

APPALACHIAEducational Laboastonr, Inc.

P. 0. BOX 1348CHARLESTON, WEST VIRGINIA 25325

Gentlemen:

We would like permission to use the materials listed an the attached form on the in-structional television program, AROUND THE BEND, which the Appalachia EducationalLaboratory praduces. The programs are recorded on videotapes and would be broadcastapproximately six times over the next three years.

The Appalachia Educational Laboratory is one of eleven non-profit corporations involvedin research in education. One of the Laboratory's projects is the production of a programin early childhood education in conjunction with laical school districts.

The project consists of a daily 30-minute instructional television program seen in thehome, which is supplemented by weekly visits in the home and a mobile classroom. Thetelevision program would reach an estimated 25,000 rural Appalachia pre-school agechildren over a commercial television station in southern West Virginia.

Sincerely yours,

Production Manager

90

APPALACHIA EDUCATIONAL LABORATORY, INC.P. O. Box 1348

Charleston, West Virginio 25325

r-,

Application for permission to use selections from a publication of

Name of Publ usher

Name of Publication

Address City State Zip

To be used in educational broadcast--"Around the Bend," produced by the AppolachiaEducational Laboratory, Inc.

Material requested (page number, opening and closing lines, chapter numbers, or other-wise identify)

Date requestedAO.

AGREEMENT

The Appalachia Educational Laboratory agrees:

That no alterotion in text will be made without grantor's permission. Thot the rightsherein granted apply only for use in the specific edition of the book named in thisapplication. That if any other use is contemplcted further application for permissionwill be made to the grantor. That the copyriOt_notice will be used in conformity withthe copyright law and acknowledgement will be given.

Number of times for which use is requested

Cost to Appalachia Educational Laboratory (if any)

Expirotion date of this agreement

Permission granted on above terms Date

.

91

Authorized Signature

Title

RELEASE

For and in consideration of my engogement as o model by Appalachia Educationol Loboratory,I.e.reafter referred to as the photographer, on terms or fee here:4fter stated, I hereby give thephotographer, his legal representatives and assigns, those for whom the photographer is acting,and 'hose acting with his permission, or his employees, the right and permission to copyright ond/oru.::, reuse and/or publish, and republish photographic pictures or portraits of me, or in which Imay be distorted in character, or form, in conjunction with my own or a fictitious name, onreproductions thereof in color, or black ond white made through any media by the photographer athis studio or elsewhere, for ony purpose whatsoever; including the use of any printed matter inconjunction therewith.

I herd)), waive ony right to inspect or approve the finished photograph or advertising copy orprinted matter that moy be used in conjunction therewith or to the eventuol use that it might beapplied. ,--

i hereby release, discharge and agree to save harmless the photographer, his representatives,assigns, employees or any person or persons, corporation or corporations, octing under hispermission or uthority, or any person, persons, corporation or corporations, for whom he mightbe acting, including any firm publishing ond/or distributing the finished product, in whole or inpart, from and against any liability as a result of any distortion, blurring, or alteration, opticalillusion, or use in composite loom, either intentionally or otherwise, that may occur or be producedin the taking, processing or reproduction of the finished product, its publication or distributionof the same, even should the same subject me to ridicule, scandal, reproach, scorn or indignity.

I hereby warrant thot I om under twenty-one years of aye, and competent to contract in myown name insofar as the above is concerned.

I am to be compensated as follows:

I have read the foregoing releose, authorization ond agreement, before affixing my signaturebelow, and worront thot I fully understand the contents thereof.

Dated L.S.L.S. Nome

Witness

AddressAddress

I hereby certify that I am the parent and/or guardian of oninfant under the age of twenty-one years, ond in consideration of value recek ed, the receipt ofwhich is hereby acknowledged, I hereby consent that any photographs which i,ove been, or oreabout to be taken by the photographer, may be used by him for the purposes set forth in originalrelease beseinabove, signed by the infant model, with the same force and effect os if executedby me.

L.S.Parent or Guardian

Photographer: I. Fill in terms of employment. Address2. Strike out words that do not apply.

Appendix C

1

1

CURRICULUM PLANNING MODEL

HOME-ORIENTED PRESCHOLL EDUCATION

HOPE CURRICULUM PLANNING MODEL

This planning model for the Home-Oriented Preschool Education Program has beenprepared to illustrate the way moterials and lessons are integrated throughout the threecomponents of the program.

The curriculum developed for Week 14 of AEL's Home-Oriented Preschool Educa-tion Program operational test is used to describe the planning process involved in thepreparation of materials for one week. The model includes:

Instructional Theme: the concept which integrates the television lessonsand parental and mobile classroom instruction for the week.

Television Lesson Titles: statement of individual lesson titles, with abrief description of each lesson to indicate the way it expandsthe theme for the week.

Master Curriculum Planning Guide: a guide for the curriculum plannerswhich lists the primary and secondary objectives to be emphasized throughthe tri-dimensional delivery system under major categories of cognition,offect, motor activity, orienting and attending, and language. Theseobjectives are keyed to the original objectives selected for HOPE (Seecomplete listing in the Curriculum Planning Guide).

Objectives and Activities by Delivery System: a listing of general andspecific objectives for individual lessons showing the activities used tomeet the objectives through the tri-dimensional delivery system.

Television Lesson Scripts: an outline of scripts for Week 14 of the HOPEoperational test. These script outlines were prepared to meet specificobjectives, which are reinforced through home and classroom instruc-tion.

Parents' Guide: The weekly newsletter delivered to parents by homevisitors in advance of the broadcast of related television lessons; itsuggests activities for parent-child instruction to supplement the TVand mobile classroom instruction. (Activity sheets are included.)

Home Visitor Activities: suggested activities for each home visitorfor use in planning her visits to the homes of the children; they re-late to the television and mobile classroom' instruction for the sameweek.

,-,Mobile Clossroom Instructional Guide: suggestions to help the teacherand er aide plop activities and instruction forthe mobile classroomsession that will complement the TV and parental instruction.

41$1961/ 97

HOME - ORIENTED PRESCHOOL EDUCATION WEEK 14

Instructional Theme

"Becoming Aware of the World"

Lesson Titles

"Learning About Money". (identifiescoins and their value; how moneyis used in a child's life)

"What's in the Trunk?" (stimulatesthe child's curiosity; encourageshim to try new things and becomemore aware of his environment)

"Hurricane!" (creates awareness ofweather and environment)

"Play 'Around the Bend'" (exploresthe five senses; emphasis ontouch; game used to reinforcecolor recognition and recogni-tion of shapes)

"Friends are for.Loving" (discussesrelationships, friendships,sharing from the child's pointof view)

Lesson No. 66, Monday

Lesson No. 67, Tuesday

Lesson No. 68, Wednesday

Lesson No'. 69, Thursday

Lesson No. 70, Friday

MASTER CURRICULUM PLANNING GUIDE

The Master Curriculum Planning Guide contains a listing of the primary andsecondary objectives to be emphasized through the tri-dimensional delivery systemunder major categories of cognition, affect, motor activity, orienting and attending,and language. Each objective presented on this guide bears the samenumbering sys-tem used in the complete statement of objectives in the Curriculum Planning Guide.

As an example of how the guide is used, see MASTER CURRICULUM PLANNINGGUIDE, Lesson 66, Week 14, "Learning About Mos-ley." The first objective, underCOGNITION, is stated as "child selects appropriate coin from group of four--penny,nickel, dime, quarter-43s an oral directive is given." To find the complete statementof this objective, you would look under COGNITION, PART 1: SENSORY DISCRIMI-NATION, Section 1-F-3-c, in the complete statement of objectives mentioned above.

The objectives listed above the line represent primary objectives; those listedbelow the line represent secondary objectives.

99

MASTER CURRICULUM PLANNING GUIDEHome-Oriented Preschool Education

Objectives for Lesson No. 66, Week 14, "Learning About Money"

COGNITION AFFECT MOTOR ACTIVITYORIENTING

& ATTENDING LANGUAGEPart : 7 Y DISCRIM I- 4 I A 0 T

NATION B. Language and the FineII. PERCEPTUAL DISCRIMI- Arts

NATION 1. Speech and theF. Number printed word

3. Number Terms c. Child listens toc. Child selects ap-. story.

propriate coin from d. Child reacts togroup of four-- story.penny, nickel,dime, quarter--as

3) Dramatizationof the story.

an oral directive f. Child creotes oris given. retells stories.

2. Graphic and plasticartsa. Graphic

,

2) When picturesare displayed:c) the child re-

acts verballyand/or non-verbally tocontent ofpictures.

MASTER CURRICULUM PLANNING GUIDEHome - Oriented Preschool Education

Objectives for Lesson No. 66, Week 1 ", "Learning About Money" (Contid.)

ORIENTINGCOGNITION AFFECT MOTOR ACTIVITY & ATTENDING

Port 1: SENSORY DISCRIMI- III. DIRECTIONNATION FOLLOWING

II. PERCEPTUAL DISCRIMI-NATIONE. Form recognition

6. Child identifiesprin.ed symbols.a. Given a single

letter r.,, name itby saying m.

B. Given in-structionson locatingon object,find the ob-ject.

Part I: SENSORY DISCRIMI-NATION

I. AUDITORY DISCRIMI-NATIONE. Child distinguishes

rhyme.

Vocabulary and Concepts:money, buy, nickel, penny,value, worth, dime, nextCoin: penny, nickel, dimeletter: m

LANGUAGEPart 2.. DESCRIPTIVE

c_. _

LANGUAGEI. DESCRIBING OB-

JECTS AND EVENTSA. Child labels ob-

jects, actionsand qualities.3. Given o pic-

ture of a singleobject, nameit (penny).

B. Child identifies anddescribes objects onbask of differentattributes.3. Identify and des-

cribe an objectin terms of itsfunction (a pennyis something youspend).

MASTER CURRICULUM PLANNING GUIDEHome-Oriented Preschool Education

Objectives for Lesson No. 67, Week 14, "What's in the Trunk?"

COGNITIONPart 1: SENSORY DISCRIMI-

NATIONII. PERCEPTUAL DISCRIMI-

NATION.J. Time

1. Child iclentifiesandapplies time-relatedterms.c. Given occurr-

ences in relation-ship to some event,state which oc -currences tookplace BEFORE andwhich took placeAFTER.

d State activitiesthat occurredduring a specifiedday as teachernames day in termsof TODAY, YES-TERDAY, andTOMORROW.

f. Given two occurr-ences in relation-ship to some event,state whether anamed occurrencetook place BEFOREor AFTER.

AFFECT MOTOR ACTIVITYSELF AND OTHERSA. Feelings of self-worth

1. In an open fieldsituation, the childindicates positiveself -image by thefollowing behaviors:a. Enters into new

tasks.f. Makes choices.g. Engage in activi-

ties which indi-cate awareness ofhealth and/orsafety habits.

1'

ORIENTING& ATTENDING LANGUAGE

1

aFe0-

MASTER CURRICULUM PLANNING GUIDEHome-Oriented Preschool Education

Objectives for Lesson No. 67, Week 14, "What's in the Trunk?" (Cont'4.)

I

COGNITION AFFECT MOTOR ACTIVITYORIENTING

& ATTENDING LANGUAGEg. Given an occurr-

ence that has hap-pened, isoccurr-ing, or willhappen,state whether theoccurrence tookplace TODAY,YESTERDAY, orTOMORROW.

2. Child hypothesizesbased on time con-cepts.a. Given illustra-

tions of the firsttwo segments ofa sequence,select from otherillustrations thelast segment of thesequence.

Part 2: HIGH ORDER COGNI-TIVE ACTS

VI. PROBLEM SOLVINGA. Logical Reasoning

3. Child infers throughcreating, selectingand/or rejectingsolutions to hypo-thetical situations.

1

. .

-

.

-

MASTER CURRICULUM PLANNING GUIDEHome-Oriented Preschool Education

Objectives for Lesson No. 67, Week 14, "What's in the Trunk?" (Coned.)

COGNITION AFFECT MOTOR ACTIVITYORIENTING

& ATTENDING LANGUAGEd. Given problems

. stated in increas-ingly abstract

Aterms, answerthem In such away that the re-sponse signifiescomprehension ofthe problem.

4. Child infers by log-icil inclusion orexclusion

IV. 1T.USIFICATION 1. SELF AND OTHERS 1. GROSS MOTOR Part 1: LANGUAGEA. Child classifies objects B. Language and the Fine ACTIVITY CONSTRUCTION

considering an increas- Arts D. Basic Forms of 11. CHILD PRODUCESing number of dimes- 1. Speech and the Movement SENTENCESsions. printed word 1. Slide (skate) B. Polar attributes6. Child uses verbal b. Child indicates II. FINE MOTOR 1. Child makes

description to guide whether he wants SKILLS polar dis-classification. to hear a story. D. Coordinating criminations.a. Given a verbal c. Child listens to a use of hands. Part 2: DESCRIPTIVE

description of a story. 3. Use both LANGUAGEclass, sort an d. Child reacts to hands in co- I. DESCRIBING OB-array of objects story. ordinated ACTS AND EVENinto described effort to A. Child labels ob .

class. accomplisha task (rub-

jects, actions aqualities.

Bing handstogether).

rs

nd

MASTER CURRICULUM PLANNING GUIDEHome-Oriented Preschool Education

Objectives for Lesson No. 67, Week 14, "What's in the Trunk?" (Coned.)

COGNITIONd c ossifies o lects

on different bases.1. Child classifies ob-

jects by use or func-tion.a. Given a group of

functional objects,group them bytheir function.

b. Given a group ofobjects, selectthose appropriatefor a set of ob-jects based on useor function.

AFFECTe. h relates ex-

periences.2. Graphic and plastic

artsb. Plastic

2) When plastic artforms are dis-played the childwilla) look at the

objects;b) react to aes-

thetic quali-ties of theobjects verballyancVor non-verbally.

3. Muska. Child listens

to musicc. Child reacts

nonverballyto musk.1) Child moves

to rhythm.

MOTOR ACTIVITYORIENTING

& ATTENDING. LANGUAGE87Given an object,

verbally char-acterize the ob-ject in a numberof unique meaning-ful ways.

B. Child identifies anddescribes objects onthe basis of differentattributes

H. DRAMATIC EXPRESSIONC. Child tells stories.

MASTER CURRICULUM PLANNING GUIDEHome-Oriented Preschool Education

Objectives for Lesson No. 67, Week 14, "What's in the Trunk?" (Coned.)

COGNITION AFFECTII. THE ENVIRONMENT

B. Man -made Environment1. In an open field

situation the childindicates tiwarenessof a reaction to theman-made environ-ment bya. Verbal commentsb. Caring for an

assuming responsi-bility for the en-vironment.3. Refroining from

littering; pick-ing up litter.

Vocabulary and Concepts:calendar, clock, birthday, NewYear's Day, lunch, time, change,old, jam, noongeometric shapes: square, circle,triangle, rectangle

MOTOR ACTIVITYORIENTING

& ATTENDING LANGUAGE

....----'".

MASTER CURRICULUM PLANNING GUIDEHome-Oriented Preschool Education

..-

Objectives for Lesson No. 68, Week 14, "Hurricane!"

COGNITION AFFECT 1 MOTOR ACTIVITYORIENTING

& ATTENDING LANGUAGEPort 2: HIGHER ORDER COG- II. FINE MOTOR

NITIVE ACTS SKILLSVI. PROBLEM SOLVING D. Coordinating

A. Logical reasoning use of hands.3. Child infers through

creating, selectingand/or rejectingsolutions to hypo-thetical problemsituations.o. Given o problem

with a vo . ty ofpossible solutions,select the one bestsuited to the situ-ation.

Port 1: S N ORY DIS RIMI- I . SELF AND OTHERS III. CR ' TIVE ANATION B. Language and the Fine TIVITIES

II. PERCEPTUAL DISCRIMI- Arts B. DramaticNATION 1. Speech and the PloyE. Form Recognition printed word 7. Move to

1. Child matches c. Child listens to a record ofpict;:res. story. wind by

6. Child identirls d. Child reacts to a bodilyprinted symbols.a. Given o single

story.g. Child engages in

movements,gestures and

letter r, name dramatic ploy. facia) ex-it by saying r. pression.

MASTER CURRICULUM PLANNING GUIDEHome-Oriented Preschool Education

Objectives for Lesson No. 68, Week 14, "Hurricane!" (Cont'd.)

COGNITION AFFECT MOTOR ACTIVITY3. Music

a. Child listens tomusic.

d. Child spontaneouslyengages in musicalactivities.

Vocabulary and Concepts:rain, sunshine, wear, stormy,snow, weather, wind, wesmall letter: r

I

1

ORIENTING& ATTENDING LANGUAGE

1

MASTER CURRICULUM PLANNING GUIDEHomeOriented Preschool Education

Objectives for Lesson No. 69, Week 14, "Play Around the Bend"

COGNITION AFFECT MOTOR ACTIVITYORIENTING

& ATTENDING LANGUAGEPart 1: SENSORY DISCRIMI- I. SELF AND OTHERS

NATIONi . AUDITORY DISCRIMINA-

TIONIII. TACTILE DISCRIMINA-

A. Feelings of self-worth1. In an open field

situation the childgives evidence of

TIONA. Child distinguishes be-

tween objects by touch.IV. TASTE

feelings of self-worthtoward others and/ortheir contributions inthe following ways:

A. Child applies appro-priate descritive term.

h. engages in crea-tive .la .

Part I: SENSORY DI RIMI- I. SELF AND OT ER III. REA IVE III. DIRECTIONNATION B. Language and the Fine TIVITIES FOLLOWING

II. PERCEPTUAL DISCRIMI- Arts C. Musical ac- A. Follow in-NATION 3. Musk tivities structions onC. Color recognition a. Chad listens to 1. Child cre- how to per-

3. Pick out a colored musk. { atesmusical form a task.object when its c. Child reacts non activitiescolor label is sup- verbally to music g. Drama-plied by a teacher. 1) Child movesto tize a

E. Form recognition rhythm song3. Given an array of d..Child spontane- 4. Child par-

plane or solid geo- ously engages in ticipates inmetric figures, child musical activi- singing ac-identifies all basicshapes.

b. Circle, square,triangle.

ties. tivitiesi. Sing a-

long

MASTER CURRICULUM PLANNING GUIDEHome-Oriented Preschool Education

Obiectives for Lesson No. 69, Week 14, "Play Around the Bend" (Coned.)

COGNITION AFFECT MOTOR ACTIVITYORIENTING

& ATTENDING LANGUAGEPart 2: HIGHER ORDER

COGNITIVE ACTSII. QUANTITATIVE SKILLS

B. Child can use numbers2. State how many ob-

lects are in a set.

( iVocabulary and Concepts:

taste, hear, senses, scarf,smell, feel, zero, touchgeometric shapes: square,circle, trianglenumeral: 0

MASTER CURRICULUM PLANNING GUIDEHome-Oriented Preschool Education

Objectives for Lesson No. 70, Week 14, "Friends Are for Loving"

COGNITION AFFECT MOTOR ACTIV1 rYORIENTING

& ATTENDING LANGUAGEPort 1: SENSORY DISCRIMI-

NATIONIV. TASTE

A. Child applies appro-priate descriptive term.

Part 1: SENSORY DISCRIMI- [ I. SELF AND OTHERS II. FINE MOTORNATION A. Feelings of self -worth SKILLS .

II. PERCEPTUAL DISCRIMI- 1. In an open field situ- B. Drawing andNATION ation the child indicates writingE. Form Recognition positive self-image by 1. Hold and use

6. Child identifiesprinted symbols.

the followingbehaviors:b. The child shares self

a crayon,then a pen-

a. Given a single (interaction). (Van cil, comfort-letter B, name it only) ably.by saying B. c. The child volunteers

to do tasks. (Vanonly)

d. The child sharesmaterial things.(Van only)

e. The child indicatesthat he senses him-self as a memberofdifferent groups.

f. The child makeschokes. (Van only)

MASTER CURRICULUM PLANNING GUIDEHome-Oriented Preschool Education

Objectives for Lesson No. 70, Week 14, "Friends Are for Loving" (Coned.)

COGNITION AFFECTI ORIENTING

MOTOR ACTIVITY & ATTENDING LANGUAGEg. The child engages in

activities which indi-cate awareness ofhealth and/orsafetyhabits.

2. In an open field situ-ation the child givesevidenco of feelingsofself-worth by indicat-ing positive attitudestoward others and/ortheir contributions inthe following ways:a. The child asks others

for their help. (Vanonly)

B. Language and the FineArts3. Music

a. The child listens tomusic.

b. The child reactsvocally to music.

Vocabulary and Concepts:chocolate, birthday, cake,icingletter: B 4_,

OBJECTIVES ANL 4CIIVITIES BY DELIVERY SYSTEM"Learning About Money"

(Lesson 66, Week 14)

OBJECTIVESACTIVITIES

TV Lesson Home Visit Mobile Classroom

General: Perceptual discrimination- -number recognition.

Specific: Number terms; child selectsappropriate coin from groupof four--penny, nickel,dime, quarter--as oraldirection is given.

Chi Id is shown penny, nickel,dime and quarter; teacherasks him to identify thesecoins using Activity Sheet8-64; teacher asks questionsabout coins.

Chi Id :s asked to iden-tify real coins and playcoins.

General: Language and the fine arts- -speech and the printed word.

Specific: Child listens to story;reacts by dramatization;creates or retells stories.

The story of " Henny Penny"is acted out; child is invitedto retell or create a newstory.

A story is read; thechildren react to thestory; they are invitedto retell the story.

General: Language and the fine arts- -graphic and plostic art.

Specific: Child reacts verbally and/ornanverbally when picturesare shown.

Child is shown pictures andis encouraged to respoi.d tothem.

Child identifiesdifferent coin sizesand the letter "m."

Generol: Perceptual discrimination- -form recognition.

Specific: Child identifies printedsymbols.

Coins and money symbolsare presented.

Child identifies namesand cents symbols onplay coins.

General: Auditory discrimination.Specific: Child distinguishes rhyme.

Rhyming words are discussedafter child hears "Little RedCaboose" sons.

"Money" poem is readto the child fromParents' Guide.

Rhyming words ore dis-cussed; child is asked tothink of words that rhymewith his name.

(Lesson 66, Week 14, Cont'd)

ACTIVITIESV II .. 1 I,

TV Lesson Home Visit Mobile Classroom

General : Direction fol lowing ..Specific: Child locates objects by

fallowing directions.

Child follows directions inwatching for letters on toytrain; listening to song, andplacing coins in order ofvalue.

Child follows directionsof acting out a story.

Child follows directionswhile thinking of rhymingnames and listening to astcry.

General: Describing objects andevents.

Specific: Child labels objects, actions,and qualities; child identifiesand describes objects onbash of different attributesand in terms of theirfunctions.

Value of coins isexplained.

Child identifies largestcoin, smallest coin,and most and leastvaluable coins.

General: Vocabulary development.Specific: Child demonstrates under-

standing of the words:money, buy, nickel,penny, *value, worth,dime, next.

Money terms are introduced,explained, and reinforced.

Child plays with coinsand is encouraged touse the correct term innaming the coins.

"Ii

OBJECTIVES AND ACTIVITIES BY DELIVERY SYSTEM"What's in the Trunk"

(Lesson 67, Week 14)

OBJECTIVESACTIVITIES

TV Lesson Home Visit Mobile Classroom

General: Perceptual discrimination--lime.

Specific: Child identifies and appliestime-related terms, such asBEFORE, AFTER, TODAY,and YESTERDAY; childhypothesizes based ontime concepts.

General:Specific:

Problem solving.Child uses logic in selectingor rejecting solutions tohypothetical problem situa-tions; child infers by logicalinclusion or exclusion.

Concepts of time-relatedterms are explained. Childis asked the month and doteof his birthday.

1

Child receivescalendar forJanuary.

Child identifies and isencouraged to use time-related terms whentalking.

Child is asked to tell whathe had foe lunch. Puppetsuse reasoning 'in tellingtime.

0

General:Specific:

Feelings of self worth.Child indicates positive selfimage by undertaking newtasks, making choices,engaging in activities whichindicate awareness of healthand safety habits.

General: Classification using increas-ing number of dimensions.

Specific: Child uses verbal descriptionto guide classification; sortsobjects by class.

L

Child is encouraged to trysomething' he has nevertried before. A story inthe lesson tells aboutchoices in eating habits.

Child picks out hisbirthday on calendar.

Child is asked to thinkof things that rhyme withhis name.

Shapes are introduced:circle, triangle, square,and rectangle.

(Lesson 67, Week 14, Cont'd)

ACTIVITIES%.11,JE4 II V La

TV Lesson Home Visit Mobile Classroom

General: Classification of objects ondifferent bases.

Specific: Child classifies objects byfunction.

Objects are classified byfunction of telling time.

General: language and the fine arts.Specific: Child indicates whether he

wants to hear a story; listensto story; reacts to story;child relates his ownexperiences.

Child listens to a storyentitled "Bread and Jamfor Frances."

Story is read by teacher;child is invited to reactto story and relate hisown experiences.

General: Language and the fine arts--music.

Specific: Child listens to music andreacts nonverbally; childmoves to rhythm.

Child is encouraged tomove to music.

General: Environmentman-made.Specific: Child indicates awareness of

and reaction to man-madeenvironment by discussion,assuming a responsibility,refraining from littering andby picking up litter.

Pictures of frees in differentseasons are used to discussenvironment.

I

General: Gross motor activity.Specific: Child slides (skates) using

basic forms of bodymovement.

Figure is shown skatingin the winter.

OBJECTIVES AND ACTIVITIES BY DELIVERY SYSTEM"Hurricane I"

(Lesson 68, Week 14)

ACTIVIII ES%.113JLN, 1 V"

IV Lesson Home Visit Mobile Classroom

General: Problem solving.Specific: Logical reasoning; child

infers through creating,selecting, and/orrejecting solutions tohypothetical problemsituations; child selectsbest solution to a givensituotion.

Child is asked to figure outwhat he could do if he wereoutdoors and it started toroin. If he came upon apuddle, how would he getoround?

Child Is encouraged todraw a picture or whathe thinks o hurricanewould do to a parti cu-lar object.

Generol: Fine motor skills.Specific: Coordinating use of hands.

Child is invited to draw apicture of the weather-ofthe day.

Child cuts out picturesof things to match withweather se.enes.

General: Perceptual discriminotion--form recognition.

Specific: Child matches pictures;identifies symbols.

Roin, sun, and snow forms'ore presented.

Child motches things heweors with weatherpictures. ,..:

Generol: Creotive activities--dramatic ploy.

Specific: Child moves body torecording of wind, usinggestures and facialexpressions.

Child is invited to move tothe music of a recording ofwind blowing; to expresshis feelings in differentweather.

Child is encouraged totalk obout the day'sweather; whet type ofweather is needed forsledding? for swim-ming? Ask him whothe would do on arainy day.

Suggest that the childrun, wolk, jump, andhop using the SoundActivated System in themobile classroom.

(Lesson 68, Week 14, Coned)

ACTIVITIESIJD.Itl, I ! v c)

General: Fine motor skills. Song and pantomime to Child is encouraged toSpecific: Child uses both hands in an demonstrate rubbing hands draw pictures of

effort tr. accomplish a together. weather on calendar.task.

General: Language construction. Story about bread and jam I Child is asked to name Stories read to childrenSpecific: Child makes polar describes characteristics of things that taste sweet have many polar terms

discriminations. food. or sour; to feel things included.that are hot or cold;and distinguish betweenrough or smooth.

General: Descriptive language. Geometric shapes (circle, Child is encouraged toSpecific: Child labels objects, actions, square, triangle, rectangle) mix his own clay or

and qucli ties; child verbally are introduced and dough.characterizes an object in a described.number of unique, meaning-ful ways; child identifiesand describes objects onbasis of different attributes:

General: Vocabulary development. Terms are introduced in Child is encouraged to Time, geometric and poloSpecific: Child demonstrates under- stories and discussion. use new terms presented terms are used by teacher;

standing of these words: in the TV lesson. children are encouragedcalendar, clock, birthday, to use these terms.New-Year's Day, lunch,time, change, old, jam,naan, square, circle,triangle, and rectangle.

reTV Lesson I Home Visit Mobile Classroom

(Lesson 68, Week 14, Canted)

ACTIViTI ESt.JDJV- I IVn

TV Lesson Home Visit Mobile Classroom

General: Language and the fine arts--speech and the printed ward,

Specific: Child listens to story; reactsto a story; engages in drama-tic play.

Story is read about ananimal that likes rain,Willie Waddle.

Child is encouragedto use sentencescontaining descriptivewords. Thunder isloud. .

Suggest that the childact out scenes depictingdifferent types ofweather; let the groupguess what weather isbeing depicted.Discuss weather.

General: Language and the fine arts--music.

Specific: Child listens to music;engages spontaneously inmusical activities.

Children listen to RaindropsKeep Falling on my .Head,Let the Sun Shine in, LetIt Snow.

General: Vocabulary development.Specific: Child demonstrates under-

standing of the words: rain,sunshine, wear, stormy,snow, weather, wind, andwet.

Words related to weatherare emphasized.

Encourage child to usedescriptive words.

Child uses weather termsin responding to othersacting out weatherscenes.

OBJECTIVES AND ACTIVITIES BY DELIVERY SYSTEM"Play Around the Bend (Exploring the Five Senses)"

(Lesson 69, Week 14)

OBJECTIVESACTIVITIES

TV Lesson Home Visit

General:Specific:

Sensory discrimination.Distinguish objects by touch,taste; applies appropriatedescriptive terms.

Use senses to help guess whatis in the box; puppet play;gifts described--how theysound, smell, etc.

. General:

8..... Specific:

Genera I:

Specific:

General:

Specific:

General:Specific:

Feelings of self-worth.Indicate positive self-image by engaging increative play.

Perceptual discrimination- -color recogniation.Pick out objects by calor.

Perceptual discrimination--form recognition.Identify basic shapes (circle,square, triangle).

Quantitive skills.State how many objects arein a set.

Move to music, "MyPlayful Scarf."

1

Observe, handle objects;discuss objects and ex-periences with referenceto senses. (e.g.,Thunder is loud, tree isgreen, sugar is sweet,17117 soft.)

Play guessing game(five senses).

Mobile Classroom

Teacher reads story aboutsenses. (e.g., MyraGibson's What Is YourFavorite fhTrig-TOr?...to Touch?...toSmelly Bunny FeelsEby CharlotteMiner). Discussstories.

Teacher reads;child dromatizes.

Play "Around the Bend"game.

Child asked to identifyobjects in his environ-ment by calar.

Play. "Around the Bend"game--spinner advances onpath having geometricshapes in spaces.

Find geometric shapesin environment (e.g.,pan -- circle; house--square; table -- triangle).

Play game with boxes(contents: empty, 2 carrots,1 scarf); count; discuss.

Child is asked to countobjects; tell size ofsets; make sets ofspecified sizes.

Lesson 69, Week 14, Coned)

.ACTIVITIESN. / PO 0 Immo . . Im V

TV Lesson Home Visit Mobile Classroom

General: Language and the fine arts-- Instrumental music (video-- Child listens to recordedmusk mirror ball turning); move to music; moves freely to

Specific: Listen to musk; move to musk, "My Playful Scarf." music; sings spontaneouslyrhythm; spontaneously improvises musicalengage in musicol instrument (e.g., boxactivity. or floor for drum).

General: Creative activities. Invites children to sing along; Child sings along withSpecific: Sing along; dramatize a dramatize the song, "The others; dramatizes song(s)

song. Little Green Frog." of choke.

General: Orienting and attending Follow directions given by Play "Around The Bend" Child follows directionsskills. the teacher to play with the child. given to him individually

Specific: Follow directions to "Around the Bend" game. or his group during theperform a task. day's session.

Generol: Vocabulary development. Teacher asks questions as toSpecific: Demonstrate understanding which sense would be used

of the following words: to find out characteristics oftaste, hear, smell, feel, objects (e.g., --that sugartouch, look, senses, is sweet, ...apples are red);scarf, zero. conversation with puppet

about five senses; play game, _

"How Can We Find Out?"(involving senses); developconcept of scarf--show scarf,move to music with scorf,speak of gift (o soft scarf).Develop concept of zero

OBJECTIVES AND ACTIVITIES BY DELIVERY SYSTEM"Friends Are For Loving"

(Lesson 70, Week 14)

OBJECTIVES ACTIVITIESTV Lesson

General: Sensory discrimination--taste.

Specific: Child applies appropriatedescriptive term.

Home Visit Mobile Classroom

Cake king is tasted anddescribed. Story "Benja-min's Birthday" is told.

Child is asked to namethings that taste sweet,sour and salty.

General: Perceptual discrimination- -form recognition .

Specific: Child identifies printedsymbols.

Child observes maps orglobe.

Child picks out "B's"in a group of letters.

General:Specific:

Feelings of self-worth.Child shares self; volunteersto do tasks; shares materialthings; makes choices;shows awareness of healthand safety habitsrOsksothers for help.

Child observes the task ofcake decorating; is encou-raged to da somethingspeckl for someone.

Emphasize the importanceof having friends, sharingand doing things thatmake others happy; askthe child to name one ofhis friends and tell whathe likes about him.

General:Specific:

Fine motor skills.Child holds and uses apencil and crayoncomfortably.

Teacher encourages childto use crayon and paperafter lesson.

Child is asked to pointto his birthday on thecalendar and asked toshow his age with hisfingers.

Children draw pictures toshow something teathappened on theirbirthdays; discuss thepictures.

General: Vocabulary developmentSpccific: Child demonstrates under-

standing of these words:chocolate, birthday, cake,icing.

Words are introduced andreinforced through repeateduse; Letter "B" is reviewed.

Birthdays are discussed.

I

i

TELEVISION LESSON SCRIPTS

HomeOriented Preschool Education

123

HOME-ORIENTED PRESCHOOL EDUCATION

Broadcast December 20, 1971 Lesson Number 66

Title "Learning About Money" Tape Date November 8, 1971

Focus From a group of coins select a specific coin.

Recognize letter M.

VIDEO AUDIO

Patty and Roy

5 penniesnickeldime

coins

Patty

Film

Patty

Magic Hollow

Patty

Pictures by children

Train Set

Do you have a nickel? I'll give you 5 penniesfor a nickel.

Show how it looks. State the value of each.

Compare in size.

Put in order of value.Select a penny.

What would you do with a penny? Let's seewhat one of my friends did with her pennies.

V. O.

Can you think of a word that rhymes withpenny? Have you ever head a story called"Henny Penny"? Our friends in MagicHollow are getting ready now.

Audio Tape

Discuss Magic Hollow characters still gettingready for the play. Do you ever like to drawpictures to tell about stories you read? I

have some pictures to show you that some ofour friends made and sent in to us.

Music: "Little Red Caboose"

HOME-ORIENTED PRESCHOOL EDUCATION

Broadcast December 20, 1971 Lesson Number 66 Cont'd

Title "Learning AbcyitMone " Tope Dote November 8, 1971

Focus From a group of coins select a specific coin.

Recognize letter M.

VIDEO AUDIO

Potty

Film--write--recognitiori

Potty

Penny on revolving stand

Potty

Magic Hollow

Patty

Did you notice that the caboose was carryingsomething for you? Do you know what it is?Let's see how to write the letter M.

V.O.

Now, you know how on M looks. Money beginswith on M. Earlier today, we saw some money.Let's listen to a poem and let's see if you cantell what it's about.

Poem: "Brand New Penny" and music

Introduce Puppet ploy.

Story: "Henny Penny"

Closing remarks.

PROPS:

1. Roy puppet and coins

2. FilmPenny

3. Magic Hollow puppets and2 audio tapes

4. Pictures by viewing children

5. Train set and music

6. Filmletter M126

HOME - ORIENTED PRESCHOOL EDUCATION

Broadcast December 20, 1971 Lesson Number 66 Cont'd

Title "Learning About Money" Tape Date November 8, 1971

Focus From a grouEof coins select a specific coin.

Recognize letter M.

VIDEO AUDIO

PROPS: (cont'd.)

7. Book- -Henny Penny

8. Penny on stand and music

PUPPETEERS:

Dick

Dan

Tom

MUSIC:

"Little Red Caboose"

127

HOME - ORIENTED PRESCHOOL EDUCATION

Broadcast December 21, 1971 Lesson Number 67

Title 'What's in the Trunk?" Tape Dote November 9, 1971

Focus Curiosity encourages awareness of environment.

VIDEO AUDIO

Patty in Extra Room

Ice skatesclayslidebook

Hello. How are you? Algie and I have beenup here in the Extra Room, and we've foundsome things for you.

Here's a story about someone who likes breadand jam. She likes the familiar and doesn'tthink she wants to try anything new.

Slides Story: "Bread & Jam for Frances"

Patty

Puppets

Patty

Frances changed, didn't she? How did Franceschange? Why did she deckle to try somethingnew? Have you ever changed your eatinghabits? Did you ever get to like something thatyou hadn't tried before?

Frances was having her school lunch at noon.Do you remember any of the things that Fronceshad in her school lunch? Did you ever have anyof those things? Sometimes when I pack a lunch,I like to hove celery or carrots and some kind offruit.

Audio Tope

Let's see what we can find out obout tellingtime.

128

Broadcast

HOME-ORIENTED PRESCHOOL EDUCATION

December 21, 1971 Lesson Number 67 Cont'd

Title 'What's in the Trunk?" Tape Date November 9, 1971

Focus Curiosity encourages awareness of environment.

VIDEO AUDIO

Objects on kitchen table

Calendar

Calendar with Algie'spicture.

Film-Tree animation

Patty in Extra Room

Ice Skater

Which of these do we use for telling time?

What does a calendar tell us? Name the days ofthe week. Do you remember which month yourbirthday comes in? Name the months of the year.

January first is the beginning of the new year.Algie's birthday is in January. He was born in1968.

Discuss picture. Find Algie's birthday--January1. Is your birthday in January? How old areyou? How old will you be on your next birthday?

Suggest marking special days on the calendar.The first of January is New Year's Day. It iswinter now, isn't it? What season comes afterSpring? After Summer? After Fall?

Each season the trees change the way they look.We'll see the changes in these pictures that Tommade for us.

Music.

There's bfauty in each season. Some people maynot like a certain season, but after they learn toswim or &ate, or slide on a sled--they changeand learn to like the season. What things do youlike to dry in winter?

Music

129

HOME-ORIENTED PRESCHOOL EDUCATION

Broadcast nprember 21, 1971

Title "What's in the Trunk?"

Lesson Number 67 Coned

Tape Date November 9. 1971

Focus Curiosity encourages awareness of environment,

VIDEO AUDIO

Patty skating and ice skater

Patty

Film

Patty-sliding board

Algie, slide geometricshapes

Play Dohbiscuit doughpowder and water

MusicInvite children to pretend to skate.

Sometimes in winter, it's very cold outdoors, andyou might start to shiver. But you can make yourhands feel warmer by rubbing them together. Youtry it. I have a song for you where we can rubour palms and make them feel warm. Let's try ittogether.

S. 0. F.-- "We're Making Heat"

Did you ever slide down a sliding board ? Didyour legs feel warm after you slid down? That'sbecause your legs were rubbing against the slide.Just like when we rubbed our palms together, theyfeel warm.

Identify geometric shapes: circle, square, triangle,rectangle.

You might like to play a game like that at home. Oryou could make shapes with your paper, crayons, orwith some clay.

Here are some materials which are used like clay.

Suggest working with modeling materials.

PROPS:'ice skates

1-30

Broadcast

Title

HOME-ORIENTED PRESCHOOL. EDUCATION

December 21, 1971

"What's in the Trunk?"

Focus

Lesson Number

Tape Date

Curiosity encourages awareness of environment.

67 Cont'd

November 9, 1971

VIDEO I AUDIO

PROPS:(cont.)claysliding boardbook and slides--"Bread &Jam for Frances"puppets and audio tapecalendar - 1968calendar with Algie's picturefilm -- tree animation with musicice skater and musicS. 0. F. "We're Wang Heat"sliding board and geometric shapesPloy Doh and clay.

SETS:

Extra Roomkitchenpuppet stage

TAPES:puppets-audio tapemusic for filmmusk: "Skater's Waltz"musk for clay.

131

HOME-ORIENTED PRESCHOOL EDUCATION

Broadcast December 22, 1971

Title "Hurriconer

Lesson Number 68

Tape Dote November 10, 1971

Focus Problem solvin .. Reco nizin the letter R.

VIDEO AUDIO

Patty outdoors on porch- Problem: Whot would you do if you were outdoorsits storting to rain and it storted to coin?

Patty in Living Room

Calendar

Film (Weother)

Problem: Here's o big puddle. How con we getaround the puddle?

Some doys are rainy, some are snowy and some arefair. I have something to show you so we can learnmore about days and weeks and months.

This is a calendar. A calendar helps us to knowwhen we go to church, when we go to school,andwhen someone has a birthday. If you have yourcalendor, get it out now. Find the month andyear. Name the days of the week, label the dotes1-7. Drow a picture of the weather of the day.How do you feel on o rainy day? Weather doesaffect people.

V. O. and musk

Felt cut outs - boy, girl I Classification: Clothes and Weatherand clothes

Patty with puppet - "Algie" These clothes ore for a rainy day. Rain beginswith an r. Algie, you'll want to learn about r,because rabbit begins with an r. Let's see howto write the letter r.

Cardboard & felt pen Write small r.(Mirror)

132

HOME-ORIENTED PRESCHOOL EDUCATION

Broadcost December 22, 1971 Lesson Number 68 Cont'd

Title "Hurri cone / " Tape Dote November 10, 1971

Focus Problem solving. Recognising letter r.

VIDEO 1 AUDIO

Balloon Man I Find balloons with the letter r.

Potty 1 have a story to read to you about some animalthat likes the rain. The story is coiled "WillieWaddle." Do you know what the story will be.about?

Slides and pictures in book Story: "Willie Waddle"

Patty in Living Room Let's pretend it's a rainy clay and the wind isblowing. The wind is blowing so hard it is ahurricane. Let's listen to this story about ahurricane and move with the music.

move with music Music: "Hurricane" from Rhythms Tack ay .Si Ter Records - 81 18P - 00927

Magic Hollow Audio Tape

Film Closing Credits

PROPS:

1. Large calendar and flow pen

2. Film on weather & background musk

3. Felt cutouts

4. Puppet - Algie

133

HOME-ORIENTED PRESCHOOL EDUCATION

Broadcast December 22, 1971

Title "Hurricane!"

Lesson Number 68 Cont'd

Tape Date November 10, 1971

Focus Problem solving. Recognizing the letter r.

VIDEO AUDIO

PROPS: (cont.)

5. Cardboard, felt pen to write r.

6. Balloon man with balloons

7. Book - "Willie Waddle"

8. Record - Rhythms Today

9. Magic Hollow - puppets and audio tape.

134

HOME-ORIENTED PRESCHOOL EDUCATION

Broadcast December 23, 1971 Lesson Number 69

Title "Play Around the Bend" Tape Date November 11, 1971(Exploring the Five Senses)

Focus Stresses awareness of and sensitivity to the way things look, feel, smell, taste,

and sound. Recognize the empty set.

Patty

VIDEO I

Patty with puppet "Algie"

Algie

Patty

Algie

Patty

Mirror Ball

Patty

AUDIO

I've been thinking about you and just waiting for ourvisit together. I like being with you.

Are you awake? Do you hear me calling? Canyou feel me touching you? The children are wait-ing and watching you. There's so much we can seeand you have so much fun looking, and touching,listening, and tasting too.

I'd like something to taste!

Now?

I guess I can wait until after our visit with thechildren.

1'11 give you something to taste later. .But now, I

have something special for you to see. And we'llget to hear some pretty music. I wonder if you'llbe able to tell what it is.

Music (audio tape)

'Those pretty lights were made by pieces of glass.It was a ball of clay with mirrors in it. 1The mirrorswere very sharp, so we wouldn't touch il., but it'snice to see. And that music was enjoyable to hear.We've heard a lot of music together and sung songs.Do you remember one about a little green frog thatgoes ".glunk, glunk." He does funny things withhis eyes. I like to do things with.My eyes. Here'show he sounds.

135

HOME-ORIENTED PRESCHOOL EDUCATION

Broodcast _December Lesson Number 69 Cont'd

Title "Piox Around the Bend" Tape Date November 11, 1971(Exploring the Five Senses)

Focus Stresses awareness of and sensitivity to the way things look, feel, smell, taste,

ond sound, Recognize the empty set.

VIDEO AUDIO

...111

Magic Hollow

Patty with box at table

Open box

Film Zero

Shake boxes and then openand look inside.

Move to music with scarf

Patty

Song: "Glunk, Glunk" -Sing ond repeat"Glunk, Glunk went the little green frog."Glunk, Glunk, went the little green frog."Glunk, Glunk went the little green frog.And I went Glunk, Glunk, too."

Audio Tape

Algie gave us this box and he wondered if youcould count the number of things in there.

It's empty. There's not anything in here.Here's an empty set. There's a numeral thottells about an empty set and its called Zero.

V. O.

Try to guess if they're going to be empty. Countthe number of objects in each box.

1. Empty Set2. 2 Carrots3. 1 long scarfWhat can we do with a scarf?

Musk: "My Playful Scorf"

You can do many things with a scarf. You coulduse it and make believe more later. I'm glad thatAlgie put that scorf in the box for us. I wonderif we could give something to Roy. Let's playa game with Roy and see if he could guess what's

i

136

HOME-ORIENTED PRESCHOOL EDUCATION

Broadcast DeceMber 23, 1971 Lesson N umber 69 Cont'd

Title "Play Around the Bend" Tape Date November 11, 1971(Exploring the-Five Senses)

Focus Stresses awareness of and sensitivity to the way things look, feel, smell, taste,

and sound. Recognize the empty set.

VIDEO

Patty & Roy by wall

Patty in-Kitchen

Around the Bend game

Patty

i AUDIO

in the box.

Play game: "How Can We Find Out"?

I'll tell you something and you tell me how you'dknow about it. Would you - look, listen, taste,smell, or touch?

Sugar is sweetApples are redThe km k hot

Lemons are sourMary has on perfume

Guessing game: Can you tell what's in this box?Don't look. You can smell, taste, touch, listen.What is it? It's a big, juicy, sour, dill pickle.

Let's play our "Around the Bend" game. VIItell you the name of a color and then we'll usethe spinner and see what shape we're to find.

Play game: Use colors and shapesexamples: red circle, yellow triangle, bluesquare, green rectangle.

Review and closing remarks.

PROPS:

1. Puppet - Algie2. Mirror boll & musk3. Magic Hollow - puppets and audio tape4. Boxes wrapped with crepe paper bows.

137

HOME-ORIENTED PRESCHOOL EDUCATION

Broadcast December 23, 1971 Lesson Number 69 Cont'd

Title "Play Around the Bend" Tape Date November 11, 1971)----(H717t7.ing ttFlen7FST---Ises

Focus Stresses awareness of and sensitivity to the way things look, feel, smell,

taste, and sound. Recognize the empty set.

VIDEO AUDIO

Molly

Johnny

Molly

Johnny

Molly

Chipper

Molly

Johnny

Molly

Chipper

Johnny

Sandy enters

5. Film of Zero6. Scarf and musk: "My Playful Scarf"7. Roy on wall, game book, and dill pickle8. Around the Bend game materials.

Are we all ready, Johnny?

I think so. Chipper and 1 just finished makinga sign.

Oh, let's see the sign.

Here it is!

Let's see what it says (read slowly) "WelcomeBack Sandy".

Did we spell all the words right?

It looks okay to me.

Chipper and 1 figured we'd all hide and surpriseher just like a surprise birthday party.

That's a good idea.

Here she comes down the path now.

Quick, let's hide!

Boy, it's good to be back home again. I wonderwhere everybody is?

;138*

HOME-ORIENTED PRESCHOOL EDUCATION

Broadcast De,ceJAIALia,12ZL_

Title s.

(Exploring the Five Senses)Focus t ss s .w r . .

Lesson Num!. :r 69 Cant'd

Tape Date November 11. 1971

tote and sound. Recognize the empty set.

VIDEO AUDIO

Group comes out

Johnny

Molly

Sandy

Johnny

Sandy

Molly

Sandy

Chipper

Johnny

Sandy

Molly

Chipper

Welcome Back, Sandy

We missed you.

Hi, everybody. I missed all of you too.

Did you have a good time?

A great timel and Aunt Sally wrote me to comeback sometime for another week. You knowMolly, I sort of feel silly that 1 made such a fussabout being away from home for a week.

Well, I'm glad you ended up having a good time.

1 thought about all of you while I was away andbrought back something far each of you.

Oh boy!

What did you get us?

Let rne open up my suitcase. 1 have somethingspecial for each one of you.. Let's see now.Molly, this is for you.

Oh, boy, perfume . Umml ----it smells sogood. I think I'll put some on.

It smells like flowers.

139

HOME-ORIENTED PRESCHOOL EDUCATION

Broadcast December 23, 1971 Lesson Number 69 Cont'd

Title "Play Around the Bend" Tape Date November 11, 1971(Exploring the Five Senses)

Focus Stresses awareness of and sensitivitto the way things look, feel, smell, taste,

and sound. Recognize the empty set.

VIDEO AUDIO

Molly Thank you Sandy.

Sandy And Chipper, For you, I brought this scarf. Becauseit's windy up there in your tree.

Molly Oh, it's beautiful!

Johnny Boy, it's so soft and smooth.

Chipper Let me feel it.

Johnny My scarf at home feels so rough compared to thisone.

'Chipper Thank you Sandy, it will sure keep me warm.

Sandy And Johnny, I know you like to look at picturesso I brought you a book full of pictures.

Johnny Oh, thank you Sandy. I like to look throughpicture books, it will be fun to have one of myown.

Sandy And for Freddie oh, he's not here.

Johnny He said he was sorry he couldn't be here, buthe'll see you as soon as he gets back from theother side of the pond.

Sandy Well, anyway because I know he likes songs andmusic, I got him this music box.

Chipper What does it play?

140

HOME- ORIENTED PRESCHOOL EDUCATION

Broadcast December 2a. 1971 Lesson Number 69 Cont'd

Title "Play Around the Bend" Tape Date November I L 1971(Exploring the Five Senses)

Focus Stresses awargness of and Lensitivitil_o_ok feel, smell, taste.

and sound. Recognize the empty set.

VIDEO AUDIO

Molly

(Music - in music bcx)

Molly

Johnny

Chipper

Johnny

Molly

Johnny

Molly

Johnny

Chipper

Johnny

Chipper

Johnny

Molly

Chipper

Can we listen to it.

Oh, that's pretty. Freddie will like that.

Hey, do you know what!

What?

Just this morning on television Patty was talkingabout using the five senses and we just used themall.

What do you mean?

Well we smelled something.

My perfume.

Then we felt something. It was soft and smooth.

It was my scarf.

We smelled the perfume, touched the scarf, thenwe looked at something with our eyes.

Your picture book.

Then we listened to something.

Freddie's music box.

Hey, let's take it over to Freddie, he'll like hisgift too.

HOME-ORIENTED PRESCHOOL. EDUCATION

Broadcast December 24, 1971

Title "Friends Are For Loving'

Lesson Number 70

Tape Date November 12, 1971

Focus Become aware of social relations--sharing, doing things for others.

Discover where chocolate comes from. Recognize and write the letter B.

VIDEO AUDIO

Bells

Patty at Table

Chocolate square & meltedchocolate

Blend ingredients

Taste icing

Ice cake

Magic Hollow

Finish icing cake

Candy bar, fancy chocolate,cocoa, syrup

Globe

Exhibition: Objects--cocoabeans, chocolate nibs, shells,chocolate liquor, cocoabutter & cocoa powder

Patty at table

Cake

Happy Birthday

I'm making icing for a cake. I'll bet youknow what kind of cake I'm making.

What caused the chocolate to change?

How does icing taste?

Audiotape

What else is chocolate?

Describe texture & taste

Where does chocolate come from? SouthAmerica

I have something over here to show you.Describe process of what's done with chocolate.

Decorate cake. How does birthday begin?

Write Happy Birthday.

142

HOME-ORIENTED PRESCHOOL EDUCATION

Broadcast December 24, 1971 Lesson Number 70 Cont'd

Title "Friends Are For Loving" Tape Date November 12, 1971

Focus Become owore of social relotions--shoring, doing things for others.

Discover where chocolate comes from. Recognize and write the letter B.

VIDEO AUDIO

Film--Write Letter B--Letter cord

Potty with colendor

X to toble--Birthdoy coke

Potty

V .0 .

Find the Letter B

Discuss morking birthdays on o calendor &counting to see how long you hove to wolf.How old ore you? How old will you be onyour next birthdoy? In which month wereyou born? On which doy? Hold up thenumber of fingers thot tell how old you ore

Put 5 condles on the coke. Discuss sofetywith candles.

Discuss sharing & doing things for others.You could moke o present for someone else,sing o song, or tell o story.

You could hove fun moking up stories oboutbirthdays & obout things thot begin likebirthdoy. try doing thot now & you mokeup o story loter and tell it to someone.

Story: "Benjomin's Birthdoy"

Closing comments

143

HOME-ORIENTED PRESCHOOL EDUCATION

Broadcast December 24, 1971 Lesson Number 70 Coned

Title "Friends Are For Loving" Tape Date November 12, 1971

Focus Become aware of social relations -- sharing, doing things for others.

Discover where chocolate comes from. Recognize and write the letter B.

VIDEO I AUDIO

PROPS:

I. Bells

2. Sugar, butter, milk, saucepan

3. Bowls, spoons, glass, plate,spatula

4. Chocolate items

5. Hershey's chocolate kit

6. Globe

7. Aerosol spray can of icing,candles

8. Calendar

9. Film- -write & recognize B

Sandy

Molly

Freddy

Hi Molly, is everything ready for the birthdayparty?

Almost ready--Mom will bring the cake in justa couple of minutes.

(looking around) Hey, where's the guest ofhonor?

144

HOME-ORIENTED PRESCHOOL EDUCATION

Broadcast December 24, 1971 Lesson Number 70 Cont'd

Title "Friends Are For Loving" Tape Date November 12, 1971

Focus Become aware of social relations--sharing, doing things for others.

Discover where chocolate comes from. Recognize and write the letter B.

VIDEO AUDIO.

Molly Oh, Johnny will be along soon. We wanted tosurprise him so I didn't ask him to come overright away. When we see him come, we'llhide and yell surprise at him.

Sandy Oh good, I like surprises!

Freddy VII go down the path and watch for him.

Molly Oh ro you don't! You promised to sing at theparty and you ought to practice your song.

Freddy Sing--I don't want to sing--only Happy Birthday.

Sandy We'll all sing that later, now go ahead and trythat song you sang at my Birthday party.

Frog sings: "One day, two days, _three days old"(Everyone claps -- responds)

Freddy Okay I did my song--now let's all try HappyBirthday together.

Molly You start us singing, Sandy.(A11 sing: (Happy Birthday}

Freddy Hey, where's the birthday cake !

Molly Mom, we're ready for the cake.

(Mother Mouse enters carrying the cake)

145

HOME - ORIENTED PRESCHOOL EDUCATION

Broadcast December 24, 1971 Lesson *Number 70 Cont'd

Title "Friends Are For Loving" Tape Date November 12, 1971

Focus Become awore of sociol relations--sharing, doing things for others.

Discover where chocolate comes from. Recognize and write the letter B.

VIDEO AUDIO

Freddy

Molly

Sandy

Freddy

Molly

Boy that looks good! Let's see there's--1, 2,3, 4, 5, 6, candles Six candles. Johnny issix years old.

Mother put the cake over there and Johnny shouldbe coming soon.

Well let's all hurry up and hide.

I'll go down the path and watch for him.

Boy, birthday parties can be real fun

146

mogot4Me 6 14PARENTS" GUIDE

Volume 1 Activities for Use with "Around the Bend" TV Lessons Number 14

v.eadr.c"'vpse,_,,,. 1(1

Gr'%'eesectr-\$04 f.,14:0_'4 te% Kra "

ow Lel.;70,-00orP

't40.4s

Illustration kom ON 37tE MOVE. Septanber 1971Courtesy of Miasmas* Hart Colby, La Marks, CantArtist: Funk Una & Msocbles/Destp Office

Becoming Aware of the WorldYoung children need varied experiences using their five senses.Give your child the opportunity to express himself concerningthe things he sees, feels, smells, tastes, and hears. Encourage himto use his five senses to arouse his curiosity. Provide theopportunity for your child to experiment and question the thingshe does not understand. Give him as much help and guidance ashe needs and asks for. If your child has experienced somethingnew and wonderful, listen respectfully and show him that you areas thrilled about his discovery as he is. This will help encourage

curiosity.

Your child will be asked to identify geometric shapes whileplaying a game. He will have an opportunity to 'learn about theletters r and B.

Learning About MoneyWhat It's About: Magic Hollow characters act out the story of"Henny Penny." Patty and Roy identify pennies, nickels, and dimesand explain the value of each. Patty shows children's pictures. Watchfor a letter on the toy train and listen for the song, "Little RedCaboose." Your child will use Activity Sheet B44.

MONEY

Money is for spendingBuying food, toys, and clothes.Money is for savingTill the piggy bank grows;I wish 1 had a penny,A nickel, or a dime.So I could buy a litde toyAnd share it all the time.

Mabel Little More Monday Actiitities on Page 2

MONDAY ACTIVITIEScontinued

Pennies, Nickels and DimesPatty and Roy talk about the value of a penny, a nickel, and a dime. Helpyour child cut out the play money (Activity Sheet B-64) before the programbegins so that he can identify the coins as Patty asks questions about them. Ifreal coins are available, ask your child to identify them. Mix the coins up andask him to identify the largest coin, the smallest coin, the coin that will buythe most, and the coin that will buy the least amount of something.

What Day Is It?

What's in the Trunk?What It's About: Algie and Patty talk about some thingsthey find in a trunk. Patty asks, "Did you ever get to likesomething that you have never tried before?" She will talkabout the shapes of a circle, square, triangle, and rectangle.

Home visitor delivers: calendar for January

What does a calendar tell us? Your child will receive a calendar for the month ofJanuary. Encourage him to draw a picture at the top of his calendar and hang it in aspecial place where he can see it each day. Perhaps you have a calendar of the wholeyear (12 months) that he, can look at.

Discuss the dates on the calendar with your child and point out the days in a weekand the months in a year. Ask him such questions as:

Do you know which month your birthday is in?Do you know the date of your birthday?

Help your child find his birthday and mark it on his calendar. Suggest that he markthe birthdays of other members of the family and special holidays with yourguidance,

Your child may wish ro draw a picture or make a certain design in the spaces on hiscalendar to represent the different kinds of weather, such as cloudy, rainy, orsunny.

P-

JANUARYAl r w r P

Hurricane!What It's About: Which kind of weather do you like best?

Rain? Snow? Sun? Patty asks the children to help with an activityabout the weather. The letter r is introduced. Your child will useActivity Sheet B54.

Horne supplies: scissors, paste

RAIN, RAIN, GO AWAY

Rain, rain, go away,Come again another day:.Little Johnny wants to play.

Patty moves to music entitled "Hurricane." Encourage yourchild to move to the music with Patty. Ask him what themusic tells him about a hurricane. Encourage him to draw apicture showing what he thinks a hurricane would do to aplace. Explain to him that a hurricane is a very, very strongwindso strong that it can blow houses down, push shipsonto the land, knock down trees, and blow big trucks offthe road.

Most storms are not hurricanes.

Play 'Around the Bend'What It's About: Patty encourages children to become more

aware of the five senses: taste, touch, smell, hearing and sight.The numeral 0 is introduced.

Home visitor delivers: Around the Bend Game

Home supplies: flat button or other object to use as a markerfor the game, scissors, paper fastener

;N.

THURSAt

Patty will be talking about the sense of touch today. Suggest thatyour child move about the house feeling everyday objects.Encourage him to describe how they feelrough, smooth, etc.Then help him make rubbings of textures he finds interesting. Todo this place fairly sheer white paper over an object and rub withthe side of a crayon.

nolonarnasimaolego

Your child will receive the Around the Bend Game to play withduring the program. Help him cut out the pointer and fasten it tothe center of the circle with a paper fastener. Allow the pointerto be loose- enough so that it can be spun around to show yourchild which shape he is to move his marker to on the game.

' Friends Are For icingWhat It's About: Pr.t ty decorates a birthday cake. She writes "HappyBirthday" on the cake. A story. "Benjamin's Birthday," is told byPatty. The letter B is reviewed.

NOTE: The poem, FriendsAre to Play With,1571nneM. Ward is copyrighted 1968by Graded Press and is notavailable for reproductionat this time. It appears inNursery Days, Feb. 2, 1969issue.

Discuss with your child the importance of having friends,sharing, and doing things that make others happy, Point outto him that it is fun having friends to shire birthday cakeand toys with. Friends are fun to play with and talk withwhenever we are lonesome and need to be with someone.

A friend does not really have to be a person. It can be afavorite tree that gives us good fruit. 1 pet that makes uslaugh, a flower that smells good and looks beautiful, or acreek that flows softly by as we cool out toes on a hotsummer day.

Ask your child to name some of his friends and tell aboutthe things he likes to share with them.

-4-

Around The Bend Activity Sheet B-64

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71

Around The Bend

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Activity Sheet B- 54

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AROUND THE BEND GAME

AROUND TI-11 BEND IMO

Home VisitorActivities'

HOME-ORIENTED PRESCHOOL EDUCATION _

Volume 1 estions for Home Visitors N tuber 14

For some of you, this week's programs are broadcast the week before Christmas, while forothers they follow Christmas. In either case, the children will be interested in talkingabout their holiday activities.

Lessons for the week follow the theme "Becoming Aware of the World." On Monday thechildren will take part in activities that can help them learn about money. The lesson forTuesday is planned to stimulate their curiosity. On Wednesday, weather is discussed. En-courage the child to talk about what weather is needed for sledding? for swimming? Whatare some of the things he likes to do on a rainy day? Observe the weather on the day youvisit and discuss it with the child.

Thursday's lesson discusses the five senses: seeing, hearing, tasting, smelling, and feeling.As you talk about the weather, you might ask questions such as: How does ice feel to thetouch? What about snow? What about sand on a hot summer day--on your bare feet (ora sidewalk on a hot summer day)? Have the child touch different objects or surfaces anddescribe how they feel to his touch. For example: Glass is smooth. Some rugs are rough.A hair brush is prickly. Ice is cold. A kitten is soft and warm. Talk with the child aboutsounds and things he sees. Encourage him to use sentences containing descriptive words.For example: Thunder is loud. The music is soft (or loud). The tree is green, tall, etc.Ask the child if he can name something that tastes sweet, sour, salty, etc. WhIretalkingabout smell, you could mention the aroma of evergreen trees, flowers, foods, etc.

The chi ldren learn about birthdays on Friday; friendship and sharing are discussed. Nowis a good time to look at the calendar. Perhaps the child can tell you when his birthdayis and help you find it on the calendar. Ask the child how old he is. You might talkabout the birthday of other members of the family. Let the child tell you how he shareswith his friends and family.

156

MOBILE CLASSROOM INSTRUCTIONAL GUIDEHome-Oriented Preschool Education

Week 14

Goals Suggested Activities Suggested MaterialsEvaluation and Comments

by TeacherChild listens/reactsto rhymes.

Encourage children tosay favorite nurseryrhymes.

Nursery Rhyme Book

Child distinguishesrhyming words.

Discuss the rhymingwords in the rhymes.Ask children to thinkof words that rhymewith their names.

Child engages in baskforms of movement.

Suggest that the chit-dren run, walk, jump,and hop using SoundActivated LightingDisplay.

Sound ActivatedLighting Display

Child identifies andapplies time-relatedterns (today, yester-day, tomorrow) .

Use time-related termswhile talking with thechi Idren.

MOBILE CLASSROOM INSTRUCTIONAL GUIDEHome-Oriented Preschool Education

Week 14 (Coned.)

Goals , Suaaested Activities Suaaested MaterialsEvaluation and Comments

by TeacherChild engages in dra-matic play.

Suggest that childrenact out scenes depict-ing different types ofweather and ask groupto guess what kind ofweather is being de-picted.

Child listens/reactsto a story.

-Read story and initi-ate discussion aboutit.

.

.

Book

.

Child holds and uses acrayon comfortably.

Discuss birthdays andask children to drawpictures about some-thing that happenedon their birthday.Discuss pictures.

Large sheet of paperCrayons

t

Concepts to be reviewed/developed:Letters: r, 8, mNumeral: 0Geometric shapes

MOBILE CLASSROOM INSTRUCTIONAL GUIDEHome-Oriented Preschool Education

Week 14 (Cont'd.)

Suggested stories:Henny PennyHobor, Russell. Breod and Jam for Frances. Harper and Row.Carter, Katherine. Wig Wadd-G. Steck Vaughn Co.Gibson, Myra. What is Your Favorite Thin2 to Heor? Grosset and Dunlop.Gibson, Myra. WECit is Your Favorite S Dear? Grosset and Dunlop.Gibson, Myra. W.; is Your Favorite ThI76 to Touch? Grosset and Dunlop.Steiner, Charlotte. M BunnyTe7s7oft. KnoppBuckley, Helen E. Little once Birthdays. Lothrop, Lee and Shepherd Co., Inc.

Appendix D

INSTRUCTIONAL THEMES

Home-Oriented Preschool Education

These instructional themes were used in the preparation of televised lessons andrelated materials produced for the final field test year of AEL's Home-Oriented PreschoolEducation Program.

1. Home and friends ore appreciated.2. When man changes the environment for his convenience or pleasure, he must

assume responsibility for his activities.3. Actions ore influenced by what is happening around us.4. One con communicate without using words.5. People make choices for many reasons.6. Finding out what you can do makes you happy.7. Natural surroundings are beautiful and/or useful.8. Appearance doesn't necessarily reveal the real self.9. Our lives are influenced by tradition.10. Beauty is where we find it.IL Change is always occurring.12. Our actions are often dependent on, or dictated by, our surroundings.13. The past has values to be appreciated.14. Change contributes to the building of values.15. Even though people differ in many ways, all people have basic similarities.16. Sounds can be beautiful and/or useful.17. Ideas and/or feelings can be communicated through the arts.18. People depend on one another in everyday living.19. People express their feelings in different ways.20. New ideas affect ways of living.21. There are different ways to classify things.22. Labels are convenient.23. We are responsibile for taking care of our environment.24. All of us are responsible for our own aci ions and for our relations with others.25. Everything is somewhere.26. Make-believe can be fun, but it isn't real.27. We use numbers every day.28. Everyone is someone.29. Size is relative.30. There is order in the universe.3L Help' is needed in many tasks.32. There is variation in size within and among species.33. Growing is orderly.34. Time is relative.35. What you see depends on how you look at things.36. Treating others as you would like to be treated makes you feel good.37. When living things are placed in a new environment (physical, social,

or intellectual), accommodation must be mode to meet their needs.

110114163

I

38. Persistence is helpful in getting things done.39. As children get older, they ,continue to enjoy many familiar activities,

by they also like to try new lthings which they may not yet be able to do.40. We depend on one another in everyday living.41. There are more ways than one to get something done.42. Life is enriched by imagination.43. Knowledge and experience assist people in building values.44. Just wishing doesn't make dreams come true.45. We need knowledge to meet change.46. The unexpected calls for adjustment.47. Diversity, contributes to the quality of living.48. Guidelines are necessary.49. There are many ways to communicate.50. What happens in the future is dependent in part on what has been

happening up to now.

it

164

I

Appendix E

Suggested Readings for Parents and Home Visitors

Books

Be Nimble and Be Quick to Headstart Book). New York, New York:McGraw-Flinck Co.

Chase, Francine. A Visit to the Hot:pital. New York, New York:Grosset & Dunlap.

Comstock, Nan and Wyckoff, Jean, (Eds.). McCall's Golden Do -It Book.Racine, Wisconsin: Western Publishing Company: 1960,

Conference Time for Teachers and Parents. Washington, D.C.: NotionalEducation Association, lei .

D'Amato, Janet and Alex. Cardboard Carpentry. New York, New York:Lion Press, N.D.

Elkind, David. Children and Adolescents. New York, New York: OxfordUniversity Press, 1971.

Ginott, Haim G. Between Parent and Child. New York, New York:MacMillan Corn:mpany,IT61.

Hymes, James L., Jr. A Child Development Point of View. EnglewoodCliffs, New Jersey:Frentice-Ha :

Hymes, James L., Jr. Behavior and Misbehavior. Englewood Cliffs, NewJersey: Prentice-10171955.

Hymes, James L., Jr.New Jersey: Pre

Knowing and Naming.Hill Book Campo

Effective Home-School Relations. Englewood Cliffs,ntice-Hall.

(A Headstart Book). New York, New York: McGraw-ny.

Ridenour, Nina and Johnson, Isabel (eds.). Some Special Problems of Children.(Aged two to five years). New York, New York: Child Study Associa-tion of America, Rev. Ed. 1969.

Spock, Benjamin. Problems of Porents. Greenwich, Connecticut: FawcettPublications, Inc., 1971.

166

Thinking ond Im inin . (A Heodstort Book). New York, New York:McGraw-Hi Book Co.

Other Publicotions

The following were published by the Association for Childhood Education,Internation, Washington, D.C.:

(Bulletins Children Under Six)

Basic Human Values for Childhood Education. (-8-A), 1963.

Children and TV. (-20-A), 1967.

Eorly Childhood: Crucial Yeors for Looming. (-17-A), 1966.

Musk for Children's Living. (-96), 1955.

ls--Children's Business: Guide to Selection of Games.(-7-A), 1963.

Young Children and Science. (-12-A), 1964.

(Portfolios)

Creoting with Materiols for Work and Pte. (-5, 1957.

Basic Propositions for Eorly Childhood Education. (-I), 1965.

The following were published by Elementary-Kindergarten-Nursery SchoolEducation', Washington, D.C.:

Creativity--The as Beyond. (#64-18505), 1966.

Multi-Age Grouping--Enriching the Learning Environment. (167-31679, 1968.

The following (undated) were published by the National Association forthe Education of Young Children, Washington, D.C.:

Beyer, Evelyn. Sharing - -A New Level in Teacher-Parent Relationships.

Friedman, D. B. ond others. Miter, Sond and Mud as fkyr Moteriols.. //1Hymn, Jorrm L., Jr. "Emerging Pottems in Eorly Childhood Education."

Article in Young Children, Vol. mi.

The following (undated) were published by the U.S. Department of Health,.Education and Welfare, Office of Child Development, Washington, D.C.:

A Child is Woiting

Beautiful Junk

Porent Involvement

The Mentolly Retorded Child of Home

Your Baby's First Year

Your Child from One to Six

Your Child from One to Three

Your Child from Six to Twelve

Your Child from Three to Four

Your Gifted Child

The following (undated) were published by the West Virginia UniversityCooperative Extension Service, Morgantown, W. Va.:

Chats with Porents

Anger

Anxiety

Chi ldren's Fears

Emotions

Honesty

Imaginary Ploymates

Imagination

Isn't Misbehovior Sometimes Serious?

Jeolousy

168

Learning About Size, Shape, and Weight

Love and Affection

Misbehavior

ilai and jffnates

Self-Reliance

Shyness

Social Behavior

Miscellaneous Publications

Let's tar Outdoors. Washington, D.C.: National Association for the Educa-tion of Young Children ((AC66-10181), 1966.

Working with Parents. Washington, D.C.: National School Public RelationsAssociation in cooperation with the Association of Classroom TeachersDepartment of the National Education Association (411-12718), 1968.

169 Ma

Appendix F

MATERIALS FOR HOME VISITORS' KITS

Each kit should contain:

1 set measuring cups1 set measuring spoons

10 plastic teddy bears (assorted colors)Milton Bradley Co.Box 7632Springfield, Massachusetts(100 plastic Teddy Bear counters)

1 box of objects to feelthick yarn to tie around boxcotton ballemery boardfeathermetal carsponge powder puff2 prickly pipe cleaners (1 gold, 1 silver)small horsecreepy crawler

Puzzles (with very few pieces - -from 5 to 10)at least one puzzle depicting a water vehicle and one depictinga land vehicle

Plastic coated picture sheetsWe used transparent page protectors (8 1/2 x 11) and sticker seals(pictures of birds, animals, flowers, etc.). We attached the sealsto small cardboard squares and placed them in the protectors insets of different sizes. The sheets were used to reinforce the con-cepts of big-little, same-different, and many-few, as well asnumber concepts. Pictures from magazines could be used.

3 or 4 paper cups, drinking straws ..)..

Play clock (We used Mini-clock, #702, The Judy Company, 310 NorthSecond Street, Minneapolis, Minnesota 55401)

Magnifying glass

Prism

Several paper plates and napkins

1 set of red plastic checkersset of black plastic checkers

Small funnel boardFlannel tape(Optional: Shapes--geometric, etc.)

Seeds - -3 or 4 of each corn and lima beans for each child

Set of letter cards (these can be made);

Materials for crystal gardenEmphasize the need for safety when using the bluing and theammonia. You will need the following equipment in additiontc6Tontainer the parent can provide (a bowl about 6" to8" in diameter):

1. Assortment of food coloring2. 6 small pieces of brick, coal, charcoal, or coke3. Four (4) tablespoons of plain salt (not iodized)4. Four (4) tablespoons of liquid bluing5. Four (4) tablespoons of water6. One (1) tablespoon of household ammonia

One of the spring programs calls for some fruits and vegetables.

174

Appendix G

HOPE Development StaffThe following persons have mode significant contributions to the development

and diffusion of the Home-Oriented Preschool Education Program. Two categoriesare recognized: Consultants -- affiliated with other institutions while working with theLaboratory on a short-term basis; and Laboratory staff members--who have been full-time employees of Appalachia Educational Laboratory.

James AndersonVernon Bronson

Glennis CunninghamFrank HooperDella HortonCharles JohnsonJohn KennedyCharles KenoyerCelia LavatelliWilliam MarshallPaul MicoRose MukerjiAlbertine NoeckerRay NorrisBetty PeruchiMartha RashidLauren ResnickJo Ann StricklandLarry Walcoff

Herbert Wheeler

Roy AlfordCharles BertramCynthia BickeyMartha BlevinsJane BoschianPam BrownChristine Buck landRichard CagnoAnna CaldwellRosemary Cameron*

Consultants

West Virginia Deportment of EducationNational Association of Educati, Aal

BroadcastersWest Virginia UniversityWest Virginia UniversityPeabody CollegeUniversity of GeorgiaUniversity of TennesseeWest Virginia UniversityUniversity of IllinoisWest Virginia UniversitySocial Dynamics, Inc.Brooklyn CollegeNational College of EducationPeabody CollegeChattanooga, Tennessee SchoolsGeorge Washington UniversityUniversity of PittsburghUniversity of FloridaNational Association of Educational

BroadcastersPennsylvania State University

Laboratory

Benjamin CarmichaelRobert ChildersShirley CookJack De VanJoel FlemingSuzanne FlemingVirginia FultzBarbara HatfieldBrainard HinesPaula Honaker

1911(77

Patty HughesR. J. KaufmanSusan LeeberMark LemonMabel LittleElizabeth MillerGeorge MillerTom MitchellNita NardoConstance MuncyDon NelsonLinda O'DellDeagelia Pena

*Deceased

178

James RansonWayne ReedCharles RhodesCyrus Rhodes*Gene RoozeRichard RowlandFrank SandersDan SmithMarie SniderJune StoverLinda ThorntonRob Roy WaltersShelby Welch

s.

7

REFERENCES

Mukerji, Rose. Television Guidelines for Early Childhood Education. Bloomington,Indiana: lq7iTcrrta nstnct reievision, 1969.

Stasheff, Edward, and Bretz, Rudy. The Television Progrom: Its Direction andProduction. New York: Hill and War7F,M2.

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Copyright for this publication is claimed onlyduring the period of development, test, andevaluation, unless authorization is granted bythe U. S. Office of Education to claim copy-right also on the final materials. For informa-tion on the status of the copyright claim,contact either the copyright proprietor or theU. S. Office of Education.

Published by the Appalachia Educational Laboratory, a private,non-profit corporation, supported in part as a regional educa-tional laboratory by funds from the United States Office ofEducation, Department of Health, Education and Welfare. Theopinions expressed in this publication do not necessarily re-flect the position or pol1.7y of the Office of Education, andno official endorsement by the Office of Education should beinferred.

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